EFL Learners' Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus

Autor/in	Naderi, Samane
Titel	EFL Learners' Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus
Quelle	In: Anatolian Journal of Education, 3 (2018) 1, S.31-38 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Feedback (Response); English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Grammar; Teaching Methods; Visual Aids; Nonverbal Communication; Social Networks; Verbs; Pretests Posttests; Language Tests; Student Attitudes; Preferences; Computer Mediated Communication; Instructional Effectiveness + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Non-verbal communication; Nonverbale Kommunikation; Social network; Soziales Netzwerk; Language test; Sprachtest; Schülerverhalten; Computerkonferenz; Unterrichtserfolg
Abstract	This study investigated the effect of explicit text based and implicit emoticons and emoji based feedback through social network on the EFL learners' grammar knowledge development. To fulfil this purpose, one control group and two experimental groups each consists of 20 learners were selected. The pre-test was conducted to evaluate learners' grammar knowledge. During the term, three types of verb in English were instructed in the classroom for all three groups in a same way. For two experimental groups two separate telegram groups were created in which the learners of one experimental group received explicit text-based feedback and the other group received implicit emoticons and emoji based feedback and the control group received no feedback on their grammar exercises' answers. At the end of the course, the post-test was administered to investigate the effect of two kinds of feedback. Finally, the interviews were conducted with 10 members of each experimental group. The results of the one-way ANOVA revealed that these two kinds of feedback had significant effect on the EFL learners' grammar knowledge development, also the superiority of the experimental group with explicit text-based feedback was found. The interviews' findings indicated that most of the learners preferred explicit text-based feedback. (As Provided).
Anmerkungen	Anatolian Journal of Education. Eskisehir Osmangazi University Faculty of Education, Eskisehir 26480, Turkey. e-mail: aje.editorial@gmail.com; Web site: http://www.e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01