Effect Of Oral Feedback Research Articles

Effects of Oral Feedback on EFL Students’ Writing

Effects of Oral Feedback on EFL Students’ Writing

The Effect of Oral Feedback on Iranian EFL Learners’ Complexity and Accuracy in Speaking

The debate continues on what features of oral performance are influenced by oral feedback. The present study tries to provide an answer to this question in an EFL context. To this end the effect of six different modes of oral feedback on the features of oral complexity and accuracy was investigated using data from 66 Iranian EFL learners who were selected conveniently from the Iran Language Institute. The participants were divided into experimental and control groups at two different levels of elementary and pre-intermediate. The experimental groups were presented with six different types of oral feedback modes (recasts, clarification requests, metalinguistic, praising, elicitation, and repetition) and at the end of the research they were tested by an in-class oral test to measure their complexity and accuracy (CA). To compare the participants’ oral features, a Wilcoxon Signed Rank Test and a Mann-Whitney U Test were run. The results indicated that complexity and accuracy significantly improved among the groups, moreover; there were significant differences in the post-tests between both elementary and pre-intermediate levels regarding CA. The results further indicated that Iranian learners of English would have fewer errors and would be more accurate when receiving oral feedback modes. The study highlights the complex relationship that exists between features of oral performance. The findings of the present study can have theoretical and practical implications for syllabus designers, teacher trainers, and testing researchers.

The Efficacy of Standardized Patient Feedback in Clinical Teaching: A Mixed Methods Analysis

:Introduction. The purpose of the current study was to investigate the effects of oral feedback from standardized patients on medical students’ overall perceptions of an educational exercise. We chose a mixed-methods approach to better understand the following research questions: Does satisfaction with the standardized patient exercise differ among those students who receive oral feedback and those who do not? What is the quality of oral feedback provided by standardized patients?Procedures. In order to address the first question, a basic randomized design comparing treatment (or those receiving SP feedback) to control (those not receiving SP feedback) was conducted. To address the second question, students in the treatment group were surveyed about their impressions of the quality of the feedback provided to them by their SP. One hundred and thirty six first year medical students were divided into treatment and control groups and interviewed one standardized patient during a single 20-minute encounter. Standardized patients were trained to simulate one of two outpatient cases and provide feedback using standard training materials. Both treatment and control groups completed a rating scale and questionnaire regarding their satisfaction with the encounter and students in the treatment group responded to additional questions regarding the quality of the SP feedback.Results. A one-way multivariate analysis of variance (MANOVA) revealed significant differences among control and treatment groups on the seven combined dependent variables, Wilks’ Students reported that the quality of SP feedback was very strong and additional qualitative analysis revealed further evidence to support the efficacy of providing oral SP feedback in a formative pre-clinical educational activity.