This study investigated the effects of recast and explicit corrective feedback on Iranian IELTS test-takers anxiety in speaking across different levels of proficiency. Ninety male and female learners, aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were divided into upper-intermediate and advanced levels. Then, they were randomly assigned to control and experimental groups (recast and explicit correction). There were 10 treatment sessions for each group. In the recast group, the students’ mistakes were corrected using reformulation. In the explicit correction group, mistakes were not tolerated, and they were corrected on the spot. In order to measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before the treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The results showed that there was no statistically significant difference between the control and explicit corrective group and the control and recast groups at the upper-intermediate level. However, there was a statistically significant difference between the control and recast groups and the control and explicit group at the advanced levels. پرونده مقاله

The present study attempted to investigate the probable relationship between Iranian young language learners’ identity processing styles and their learning styles. To this end, 29 advanced learners, 23 females and 6 males were randomly selected from an English language Institute. Twenty nine advanced young language learners were chosen randomly out of whole advanced young language learners in the mentioned English Language Institute using simple randomization. Detailed information was provided for them relevant to the title, its significance, and the procedures they would go through to participate in this study. They were asked to fill out a revised version of identity style inventory and a learning styles inventory questionnaires. After collecting the data, the results revealed that Iranian young language learners’ identity processing style and their learning style were not related to each other. An independent t-test was run to compare the mean scores of male and female. The results indicated that there was not a significant difference between the mean scores of the two groups on the learning style. The findings have implication for language learners, teachers, and material developers. پرونده مقاله

The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems. پرونده مقاله

One of the biggest challenges IELTS candidates face in the speaking test session is speaking anxiety. To explore techniques to reduce this anxiety among those learners preparing to sit for the above test, the present study was carried out to compare the effect of metalinguistic and clarification request feedback on the aforesaid anxiety. To this end, 58 male and female learners who had been selected through their performance on a sample language proficiency test, were assigned to one control (N = 18) and two experimental groups (N = 20, each). The control group received different types of corrective feedback, the metalinguistic group received metalinguistic clues on the errors they made, and the clarification request group was asked to clarify their intended meaning whenever they made a mistake. Both types of corrective feedback showed a significant decrease in the speaking anxiety level of the participants in comparison to the control group. However, the metalinguistic group was found to have less anxiety after the treatment. This proves that in IELTS preparatory classes where mistakes on the part of the learners could be corrected as far as their accuracy is concerned, providing learners with metalinguistic clues seems to be more beneficial compared to the clarification request corrective feedback. پرونده مقاله