جستجوی مقالات مرتبط با کلیدواژه « Direct » در نشریات گروه « ادبیات و زبان ها »

Students' engagement plays a pivotal role in how they respond to teacher’s written feedback on their writings. Despite the ubiquity of prior research on teacher’s corrective feedback in EFL writing classrooms, university students' engagement with the teacher's written corrective feedback (WCF) in tertiary writing classrooms receives scanty attention in the literature of second and foreign language writing. To fill this gap, this classroom case study aims to explore how 25 undergraduate students from an Indonesian university experience and engage with the teacher's WCF on their writings. Data were collected from the documentation of the students' essays, semi-structured interviews, and teacher-student conferences. Empirical evidence showed that the participants found the teachers' WCF helpful. Most of the students felt positively engaged since they received explicitly direct corrections or assistance from the teacher. They preferred the direct WCF because this strategy helped them correct their mistakes in micro writing skills, such as errors in articles, word choice and singular/plural forms, sentence structure, and fragments. However, it was found that negative engagement emerged when the teacher provided the indirect WCF to fix the students' macro writing issues, including unclear main ideas, disconnected ideas, lack of logical sequencing and development of the topic. It mainly resulted from poor English proficiency, less writing experiences, negative beliefs, and attitudes of the students towards the corrective feedback. This suggests that teachers should enact different ways of providing meaningful indirect corrective feedback on students’ writings.

Despite extensive studies concerning written error correction, it is imperative that more research be conducted to demonstrate the effectiveness of error correction on improving L2 writing. Driven by this gap, this study aimed to examine whether unfocused direct and indirect types of written corrective feedback had any impact on the writing accuracy of the Iranian English language learners’ new compositions. Through the random matching technique, ninety Iranian English language learners from seven foreign language centers in southwestern Iran were split into two groups for treatment and one group for control. As part of the evaluation, a writing test was utilized to determine whether the learners had improved their writing accuracy due to the treatment. The results showed that the participants in both treatment groups improved their writing accuracy, though the learning gains from both treatment were not significantly different. This study concludes with some implications for teachers regarding their use of appropriate types of written error correction.

Without knowing the speech act functions, it would be difficult to make correct requests in a language. Studies in pragmalinguistics have shown that conventionally direct and indirect requestive patterns are perceived differently in different speech communities. This study investigates the perception of the requestive speech acts by Persian native speakers to determine the socially appropriate requestive patterns in Persian. It also examines whether there is any relationship between the use of the requestive patterns and contextual factors, namely relative power, distance, and rank of imposition. To these ends a total of 24 situations designed in the form of a questionnaire were used for written elicitation. The results show that Persian native speakers consider direct request strategy when accompanied with modifiers as an appropriate norm of making request in situations where interlocutors are socially intimate and where the speaker is more powerful than the hearer. On the basis of the results of the study, examining and investigating the notions of directness and appropriateness should be based on cultural norms and expectations as well as rational linguistic behavior.