Iranian EFL teachers and learners\u2019 perceptions of grammar instruction and corrective feedback

Mohammad Mohammadi,Mohammad Hosssein Yousefi

doi:10.1186/s40862-019-0068-4

Mohammad Mohammadi, Mohammad Hosssein Yousefi

Open Access

https://doi.org/10.1186/s40862-019-0068-4

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Abstract

This paper addresses Iranian English as Foreign Language teachers and learners’ perceptions of explicit grammar instruction and corrective feedback and the effect of language background on learners’ perceptions of explicit grammar teaching. The research background indicates that explicit instruction and corrective feedback can play a significant part in the second language development. However, the extent to which their perceptions of the variables in the light of linguistic differences and learners’ language proficiency levels differ towards them remains a gap in the literature. To fill it, the study was conducted involving totally 360 Iranian Azeri and Persian EFL learners along with 100 teachers possessing the similar language backgrounds. Both groups received a validated questionnaire of Perceptions towards grammar instruction and corrective feedback. The respective data were analyzed non-parametrically such that the results revealed both the learners and the teachers held significantly different perceptions towards the grammar instruction. The differences mainly attributed to their language backgrounds affecting the way they perceive the world including education. The Persian EFL learners held more positive views than the Azeri EFL learners. They also hold a more neutral view. The findings of the present study contribute to the field of second language teaching. The findings may improve our understanding of grammar development and corrective feedback and enable us to incorporate effective methods of teaching grammar in the EFL classrooms through considering learners’ linguistic background and the context in which the target language is being taught.

Highlights

The history of second/foreign (L2/FL) language acquisition “is characterized by a growing interest in general research on the mental images, thoughts, and processes L2/FL learners and their teachers employ in their careers, respectively” (Abbasian, 2009)
The percentages displayed on the second rows for each group signify that the Persian EFL learners (70.1%) hold more positive views towards explicit grammar instruction and corrective feedback in learning English than the Azeri EFL learners do
The percentages displayed on the second rows for each group signify that the Persian EFL teachers (59%) showed more positive views than the Azeri counterparts (i.e., 51.1) towards explicit grammar instruction and corrective feedback

Summary

Introduction

The history of second/foreign (L2/FL) language acquisition “is characterized by a growing interest in general research on the mental images, thoughts, and processes L2/FL learners and their teachers employ in their careers, respectively” (Abbasian, 2009) Their mental processes provide “interpretative frames” used to understand and approach their own careers (Richards, 1996, p.1). Nunan’s notion may “lead learners to concentrate on specific language points or areas, e.g., formal language points rather than communicative purposes of a lesson, signifying some sort of conflicting conceptions of various language learning activities such as: corrective feedback, learner self-discovery of errors, and pair work He has found mismatch between learners’ and teachers’ responses on all but one of ten different classroom activities. Their conflicts are basically witnessed in learners’ and teachers’ different perceptions, learning and instruction, lesson purposes, classroom activities and learning outcomes” (Jing, 2006, p.99). Nunan (1995) tries to make association between such an agenda mismatch and mismatch of learning and instruction

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