Corrective Feedback in the L2 Classroom: Matched-gender and Mixed-gender Dyads in Focus

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Volume 7-1 February 2011.

PDF E-book version 

Title

Corrective Feedback in the L2 Classroom: Matched-gender and Mixed-gender Dyads in Focus

Authors

Ehsan Rassaei (Ph.D. candidate)

Islamic Azad University, 

Shiraz Branch, Shiraz, 

Iran

Mansoor Tavakoli (Ph.D.) 

University of Isfahan, 

Isfahan, 

Iran

 

Bio Data

Ehsan Rassaei is a faculty member of Islamic Azad University, Shiraz Branch, Shiraz, Iran. He is also a Ph.D. candidate in TEFL at the University of Isfahan. He has taught English for more than 10 years. His research interests are second language acquisition, classroom interaction and form-focused instruction.

Mansoor Tavakoli holds Ph.D. in applied linguistics and is assistant professor at the University of Isfahan. He has taught under- and post-graduate TEFL courses at   the University of Isfahan for more than 15 years. His research interests are second language acquisition, language teaching and assessment.

Abstract

Given the documented benefits of corrective feedback in the development of second language (L2) knowledge, the present study explores if learners’ gender influences the effectiveness of corrective feedback they receive during classroom interactions. To this end, 30 Iranian EFL learners received corrective feedback for grammatical errors they committed during interactions in matched-gender and mixed-gender dyads. Learners in the matched-gender dyads received corrective feedback from interlocutors of the same gender while learners in the mixed-gender dyads received corrective feedback from interlocutors of opposite gender. The analysis of learners’ performance on individualized post-tests revealed that learners in the matched-gender dyads outperformed other learners in the mixed-gender dyads.

Keywords: Corrective feedback, Gender, Recasts, Metalinguistic feedback, Interaction.

Category: 2011