Summative and Formative Feedback and Gender: A Study of EFL Learners’ Speaking Performance
محورهای موضوعی : نشریه زبان و ترجمه
Khodaverdi Alizadeh
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Nasser Ghafoori
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Touran Ahour
3
(English Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
کلید واژه: gender, speaking, formative feedback, summative feedback, education system,
چکیده مقاله :
There has been a long literature on the linguistic differences found in the language men and women speak, but there have not been enough discussions about the reasons why such differences exist. To recognize some major differences a study of feedback could be suggested. In EFL classes feedback is very important specially to enhance speaking proficiency of the learners, but it seems that this has not been investigated properly in foreign language teaching context in Iran. The aim of this study was to investigate the differences between the Iranian EFL learners’ quality of performance across genders. This study examined the use of formative and summative feedback among 80 female and male EFL learners in a language institute in Tabriz, Iran in 2019 employing a quasi-experimental method. Because a pre-test and post-test method were applied to two groups of students to investigate the results of the feedbacks, an independent t-test and a double test method were used to analyze the amount of effectiveness of each of the feedback methods under investigations among genders and also a one-way variance analysis has been administered using SPSS22 software. Results of this study showed that both genders have had a fairly close results regarding the performance quality of speaking among EFL students in Iran. Considering the results, it can be suggested that both male and female students can have equal achievements in learning English considering their performances in speaking.
There has been a long literature on the linguistic differences found in the language men and women speak, but there have not been enough discussions about the reasons why such differences exist. To recognize some major differences a study of feedback could be suggested. In EFL classes feedback is very important specially to enhance speaking proficiency of the learners, but it seems that this has not been investigated properly in foreign language teaching context in Iran. The aim of this study was to investigate the differences between the Iranian EFL learners’ quality of performance across genders. This study examined the use of formative and summative feedback among 80 female and male EFL learners in a language institute in Tabriz, Iran in 2019 employing a quasi-experimental method. Because a pre-test and post-test method were applied to two groups of students to investigate the results of the feedbacks, an independent t-test and a double test method were used to analyze the amount of effectiveness of each of the feedback methods under investigations among genders and also a one-way variance analysis has been administered using SPSS22 software. Results of this study showed that both genders have had a fairly close results regarding the performance quality of speaking among EFL students in Iran. Considering the results, it can be suggested that both male and female students can have equal achievements in learning English considering their performances in speaking.
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Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
Bozorgian, H. (2012). The Relationship be-tween Listening and Other Language Skills in International English Language Testing System. Theory and Practice in Language Studies, 2(4), 657-663.
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Fuchs, L. S., Hamlett, D. F. C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American educational research journal, 28(3), 617–641.
Gezer, M., Sunkur, M., & Sahin, I. F. (2014). An evaluation of the exam questions of the social studies course according to revised bloom’s taxonomy. Education Sciences & Psychology, 28(2).
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Allwright, D., Allwright, R., & Bailey, K. M. (1991). Focus on the language class-room: An introduction to classroom research for language teachers. Cambridge University Press.
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor Effecting Students’ English-Speaking Skills. British Journal of Arts and Social Sciences, 2(1), 34-50.
Boyer, S. (2002). Understanding English pronunciation: An integrated practice course. Glenbrook: Boyer Educational Resource.
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273-284.
Bozorgian, H. (2012). The Relationship be-tween Listening and Other Language Skills in International English Language Testing System. Theory and Practice in Language Studies, 2(4), 657-663.
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Efrizal, D. (2012). Improving Students’ Speaking through Communicative Language Teaching Method at Mts Ja Shaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(20), 127-134.
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