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Document Type |
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Thesis |
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Document Title |
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The Effect of Corrective Feedback on English Grammatical Accuracy in the EFL Flipped Classroom أثر التغذية الراجعة (التصحيحية) على دقة تعلّم قواعد اللغة الإنجليزية كلغة أجنبية في الصف المقلوب |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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The aim of the current study is to examine the effectiveness of three types of corrective feedback: (a) oral with written indirect and metalinguistic feedback (experimental condition), (b) written direct with written indirect and metalinguistic feedback (experimental condition), and (c) written indirect and metalinguistic feedback (control condition) in enhancing the grammatical accuracy of students of English as a foreign language in the flipped classroom. Moreover, the study aims to explore EFL learners’ preferences regarding corrective feedback on written assignments. To these ends, a quasi-experimental study following a mixed-method design was implemented for six weeks on 114 EFL female seventh-grade learners in Albayan School in Jeddah. The learners use iPads in their classes; therefore, the participants were given a weekly assignment on Padlet, through which they also received feedback. The learners were randomly divided into three groups, each of which was given a certain type of feedback. A pre/post-test for grammatical accuracy was administered to the participants before and after the experiment. In addition, a questionnaire about learners’ preferences was administered at the end of the experiment. Finally, qualitative data were collected by open-ended questions to obtain additional explanatory support for the quantitative data. The findings revealed a higher level of grammatical accuracy in the control group compared to the two experimental groups. With regard to learners’ preferences, there was a significant correlation between their preferences regarding content and their grammatical accuracy scores. These findings indicate the importance of considering learners’ preferred types of corrective feedback, which was confirmed by the qualitative data. Learners stated that they prefer feedback which emphasises individual differences and contains positive elements.
Keywords: corrective feedback, grammatical accuracy, flipped classroom, preferences, EFL learners, Padlet |
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Supervisor |
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Dr. Abeer Ahmed Madini |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1441 AH
2020 AD |
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Added Date |
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Monday, June 15, 2020 |
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Researchers
| ميساء محمد قطب | Qutob, Maysa Mohammed | Researcher | Master | |
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