Investigating the Effect of Metalinguistic Feedback on Improving Argumentative Writing Proficiency of Iranian High School Students

Abstract

This study aimed to investigate the effectiveness of interactive metalinguistic feedback (IMF) on the Iranian middle school students’ ability in argumentative writing. In order to fulfill this purpose, a mixed method design was adopted. The participants of this study were selected based on multi-stage sampling procedure in which, first 5 middle school were selected among the 35 existing high schools in Varamin and then 6 classes were selected from these schools randomly. Finally, 40 EFL students were sampled from the classes as the main participants of this study. In order to collect the required data, two sets of instruments were employed. To collect the quantitative data, a proficiency test, a researcher made writing test, and a self-assessment questionnaire were utilized. In the quantitative phase of the study, before the starting of the treatment, the participants were divided into two groups i.e., Interactive Metalinguistic Feedback Group (IMFG) and Control Group (CG) which were give the writing test as pre-test to ensure the homogeneity of them in terms of initial writing ability. Then, a 12-session treatment was offered to examine the effect of the intervention. At the end of the treatment sessions, a post test of writing was given to the participants to determine the effectiveness of treatment. Furthermore, a self-assessment questionnaire was also administered to collect data on the students’ attitudes toward the integration of IMF in the learning process. For the purpose of gathering the qualitative data as the complimentary to the quantitative results, an interview accompanied by an observation was also conducted after the treatment. The findings of this study suggested that integration of IMF had significant impact on the development of argumentative writing ability among the EFL students. It was also found that the Iranian EFL students showed positive tendencies and attitudes toward the using IMF as a teaching procedure in the classroom. They also believed that IMF could potentially provide an opportunity for effective scaffolding; situated learning, meaning construction, social learning, and dialogic interaction.