THE TEN MONTH INVESTIGATION AND EDUCATION FOR EFFECTING OF CORRECTIVE FEEDBACK FOR THE SECOND LANGUAGE (L2) PRAGMATICS IN IRAN LA INVESTIGACIÓN Y EDUCACIÓN DE DIEZ MESES PARA EFECTUAR LA RETROALIMENTACIÓN CORRECTIVA PARA LA PRAGMÁTICA DEL SEGUNDO IDIOMA (L2) EN IRÁN A INVESTIGAÇÃO E EDUCAÇÃO DE DEZ MESES PARA OBTER FEEDBACK CORRETIVO PARA A PRAGMÁTICA DO SEGUNDO IDIOMA (L2) NO IRÃ

Feedback is any information provided about the accuracy and appropriateness of a response. To determine the effect of feedback in native and Persian language on reading and writing in bilingual (Kurdish-Farsi) students, 45 elementary school students were selected by cluster sampling method in Iran. In this paper, Students were divided into three distinct groups: the first experimental group receiving feedback in their native language, the second experimental group receiving feedback in native language, and the control group receiving no feedback. A researcher-designed test of academic achievement was used to collect the data. The results of covariance analysis showed that providing feedback in native language had a significant effect on the reading and writing of bilingual students and there was a significant difference between the first experimental group (receiving feedback in native language) and the control group (which did not receive feedback). . But there was no significant difference between the second experimental group (received feedback in Farsi) and the control group. These findings showed that providing feedback in Farsi language did not significantly influence bilingual students' reading and writing progress. Based on the findings of the present study, it can be concluded that providing native language feedback to bilingual students can be effective in improving their performance.


Introduction
The call for longitudinal research into the efficacy of written corrective feedback (CF) can be traced back to the debate between Truscott and Ferris in the mid-to late 1990s. In 1996, Truscott claimed that error correction in ESL (English as a second language) writing Práxis Educacional e-ISSN 2178-2679 Revista 313 programmes should be abandoned because it is ineffective and harmful. He claimed (i) that there was no research evidence to support the view that it ever helps student writers; (ii) that, as typically practised, it overlooks SLA (second language acquisition) insights about how different aspects of language are acquired; and (iii) that practical problems related to how teachers provide WCF and how students receive it to make a futile endeavour. As email requests from students to professors have become increasingly common in academic settings, research has also shown that second language (L2) students' unfamiliarity with email etiquette in the learning for specific purposes and to help students progress. Alavi and Keyvanpanah (2003) have investigated the effect of feedback on the success rate of Iranian students in English language courses. For these researchers, success rates and educational levels have a significant impact on feedback expectation. The impact of video feedback training on internet communication skills of medical sciences university has also been investigated. According to the results of this study, video feedback training method has more effect on communication skills promotion than the conventional lecture method (Mogheb et al., 2010). The effect of teacher written classroom feedback on self-efficacy and math problem solving in middle school female students has been investigated (Samadi 2008). The results of this study reflect the fact that effective feedback methods are instructive and enhance learners' performance in the motivational and academic domains. Feedback is provided while the student is still receiving information and practicing skills. But since feedback, or knowledge of the results, is as important as the educational material itself, it must be assured that this knowledge is transmitted to students. Reports indicate that most students do not read written feedback on their test papers (Duncan, 2007). Some research has also highlighted the fact that teachers (as well as students) view feedback as a separate issue from other aspects of the teaching-learning process and regard it as a purely teacher-owned tool. In other words, feedback does not play a role in measuring learning and measuring learning (Taras, 2003). Now the question is why students don't read or apply teacher feedback? Is there a specific way of expressing feedback needed? Duncan (2007) believes that most students' homework opinions and perspectives make sense to the teacher, while they are not understood and understood, leading to a one-way feedback loop and "measuring for Learning "loses its effect. Like the books and educational materials that are organized on students' cognitive, emotional, and motor development at different levels, the feedback must also be consistent with the level of cognitive development, levels of understanding and understanding of the student, and his / her culture and ecological conditions. When we speak of culture and ecology we cannot escape from the language and dialectics. This is especially important in bilingual tissues. Bilingual students for a while do not even understand the role of the feedback informant. The limited vocabulary of the vocabulary does not allow them to grasp the concept of written or verbal feedback as a result of which no action is taken to compensate for their educational weaknesses and are virtually separated from the teaching process. This is where the credibility of education as a dynamic process is called into question (Kamali, 2009). The dynamic feedback system, or simply the teaching process, does not create logs and folders, but the teacher guides this process through his / her teaching style assumed that providing positive oral feedback in the student's native language will make the learning process meaningful and link it to the education and classroom circles, which can ultimately lead to improved student learning and development. This study addresses the question of whether providing bilingual feedback in primary language bilingual classes can enhance its effectiveness as a measurement tool for learning when the student's understanding of the mother tongue is more than the official language.

Materials and Methods
200 pragmatics-focused instruction consisting of 20-40 year students studying in English language in Tehran (Capital of Iran). Average age of subjects was 18-25. 96 out of them were women, while 104 were men (Table 1 and Diagram 1). To say more precisely, 48% of the respondents were women, 52% were men.

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Educacional e-ISSN 2178-2679 that are useful for their classroom practices. A further unique feature of our study is that the impact of the CF is measured over an extended duration of eight months. We ask how the four CF approaches contribute comparatively to improving L2 learners' use of syntactic downgraders to mitigate their email requests to professors and whether these effects last sufficiently long to recommend classroom pedagogy.
With the above purposes in mind, we seek to answer the following research questions:

Instructional procedures
On top of the normal syllabus, a four week instruction plan with three major components was implemented for the four treatment groups, each receiving six hour teaching.
The major components included consciousness-raising, explicit, meta-pragmatic explanation and communicative practice. Brief details of each component are described in Table 2 below.
The four treatment groups received exactly the same instructional procedure and materials; the only difference was the type of CF provided on the learners' inaccurate and inappropriate language use (see Section 5.4). On the other hand, the control group did not receive any instruction on email requests in the three above scenarios or CF. However, they went through the normal syllabus where they received 50 minute explicit instruction of basic forms for making and softening requests (including the four types of downgraders in focus) in everyday and work-related situations. As part of the syllabus, the learners also completed a consciousness-raising task focusing on recognizing levels of formality and directness, which was followed by a production task. Except for the control group, which was taught by a different teacher, the four treatment groups were alternatively taught by two researchers, who were trained carefully in pragmatics-focused instruction. One taught all four treatment groups in the odd weeks, and the other taught these groups in the even weeks. This was to ensure minimal influences caused by possible differences in teaching styles. It should be noted that although it would have been more desirable if the control group had also been taught by the two researchers, this arrangement was not possible due to workload issues. In order to minimize the effect of having a different teacher to teach the control group, we made sure that the teacher of the control group closely followed our instructional protocol (i. e. to teach according to the normal syllabus and withhold the feedback treatment). We also ensured that the three teachers shared similar educational backgrounds, qualifications, and experiences. All the three teachers were trained EFL instructors and had been teaching EFL for at least two years. Nonetheless, despite our best efforts, the teacher may still have differed in their teaching styles, thus possibly limiting to some extent the comparison of the instructed and control learners.
The four types of written CF were operationalized as follows.

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Educacional e-ISSN 2178-2679 given back to them. The revision cycle in each practice task is summarized below: Step 1: Students submitted their first drafts.
Step 2: Teachers feedbacked and returned first drafts to students.
Step 3: Students read feedback, revised their work and submitted the second drafts.

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Step 4: Teachers gave further feedback, based on whether the inaccurate/ inappropriate language use had been successfully addressed or not: a) If the problematic language use had been successfully addressed, teachers gave positive feedback.
b) If the problematic language use had been unsuccessfully addressed, teachers feedbacked again (with the CF type previously assigned to each group) and students were required to further revise their work (step 2,3,4 repeated).

Assessment tools
A discourse completion task (DCT) comprising three request scenarios that had been previously taught to the students was used to elicit students' production of email requests.
However, the level of imposition in each test scenario was adjusted to prevent students from

Result
Research question 1 asked the effects of each of the four types of CF on students' use of syntactic downgraders to mitigate the force of their email requests addressed to professors.

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Research question 2 asked which of the four CF types was more effective. We answered these questions by submitting the four sets of test scores (pre-and three post-tests) gained by the control and each of the treatment groups (see Table 4) to a mixed between-within ANOVA, after checking that the assumptions of normality of data and homogeneity of variances were met.

Table 3. Descriptive statistics.
The results of the mixed between-within ANOVA test revealed a significant main In addition, we also conducted a one-way repeated measures ANOVA with post hoc Bonferroni multiple comparisons to test the differences in scores across time for each group (see Table 5), and four one-way ANOVAs with post hoc Bonferroni multiple comparisons to test the differences among the five groups at the four different points in time (see Table 6).
Looking at Figure 1

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RF groups, and in one-month and eight-month posttests for the MF and EF groups respectively), such an improvement was not observed for the control group, who, in fact, significantly decreased their scores in the immediate post-test (p < 0.05); (ii) while there was no difference among the five groups in the pre-test measurement (p > 0.05), the control group lagged behind each of the treatment groups in all three post-tests (p < 0.005). Table 4. Results of the one-way repeated measures ANOVA conducted for pre-to-post gains by the control and treatment groups.

Diagram 2. Changes across time by the control and treatment groups.
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One of the problems related education and teaching is individual-psychological problem. The respondents stating to have faced mostly individual-psychological problems in their education prefer "active personal struggle" with emotional behavior as a way out from stress.
But the correlation between this method of fighting and personal-psychological problems is not meaningful at the level of 0.05, that is P= 0,115. The respondents facing individualpsychological problems prefer to be self-regulated with cognitive processes as a way out from stress regarding this "support from outsight-connection with socium method. The correlation between the mentioned problem and this method is meaningful in 0,05 level. That means since P=0.037 we can say that there is serious connection between these two factors (table 3).

Conclusion
The purpose of this study was to determine the effect of feedback in native and Persian language on reading and writing in bilingual students in a training complex in Tehran. The results showed that providing feedback in Farsi language had no significant effect on the reading and writing of bilingual students. This finding is consistent with research by Spiller (2009), Duncan (2007), Weaver [24] (2006), Moreno [25] (2004), Chanuk [26] (2000) and Williams [27] (1997), On the complexity and meaninglessness of the feedback, it is consistent.
The findings of these studies attribute the ineffectiveness of feedback to its unclear expression and complexity and imply that feedback in official language is complex and ambiguous for bilingual students who are unfamiliar with the official language. It doesn't have the necessary educational impact.
Duncan (2007)  feedback from teachers. In multi-grade classes, higher grades students and students who repeat previous grades are the source of this information. In some situations, feedback is not dependent on the student's knowledge of the official language, but on the extent to which he or she is aware of the teacher's behavior, behavior and imitation. It seems that when feedback takes on a proprietary and unpopular form, the student has no choice but to speak the language in order to receive information. A language in which, unlike a mother tongue, is not sufficiently fluent.
Sometimes oral corrective feedback is completely within the student's understanding. The vocabulary given in the feedback context is commensurate with the student's educational background but he / she is unable to receive the feedback message due to poor hearing in Persian. When the student is unaware of the feedback message, he or she tries to predict it by Ramirez, Yuen and Rami (1991), are consistent in this regard. According to these researchers, mother tongue-based education enhances academic achievement and enhances bilingual students' learning. Explaining this finding may be that feedback in the mother tongue has played an important role in the development of bilingual (Kurdish) students' reading, who have significant familiarity with their mother tongue vocabulary and sign systems.
It can be argued that feedback from native speakers has narrowed the gap in the approximate growth area. However, the teacher in this situation does not engage with the student problem solving process, but expresses the problem in a language that is understandable and specific to the student. This comprehensible language is the same as the student's native language, which seems to have silenced the reading process.

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Providing Kurdish feedback seems to have helped the Kurdish bilingual student to make a comparison between the teaching materials available in Farsi and the linguistic and cultural experiences in her native language, and thus better read reading assignments. Prior to this, no research directly examining the impact of feedback in the mother tongue has been conducted. There is also no research into the impact of native language measurement. Kassanen  (2002) have addressed the benefits of mother tongue-based education. From their point of view, first language or mother tongue is the most effective language for primary education, and effective mother tongue education enables children to become more involved in school activities and to achieve better academic achievement. UNESCO (2001) proposes that continuing education with bilingual children and their first language interaction with their families and communities on more complex and transnational issues be promoted through formal formal education to enhance reading and reading skills.
Writing in their first language and facing the positive attitudes of parents towards receiving mother tongue as a factor of cultural identity and for specific instrumental purposes. According to Dacher (1994), the best predictor of second language (formal language) development is the level of cognitive / academic skills in the first language (mother tongue). These research findings are in line with those obtained by Cummins (2000) and reported in research on the benefits of mother tongue-based primary education (UNESCO, 2008).
Since this study was conducted on bilingual students from a particular ethnic group, caution should be exercised in generalizing its findings to bilingual students of other ethnicities.
Due to the tribal situation of the study community and the lack of familiarity with the texture of the teacher-made questionnaires that were designed to be somewhat long-lasting for the third grade elementary educational goals, the fatigue in answering the questionnaires is not unexpected.
The findings of this study provide useful information for teachers, parents and practitioners of the education system. Based on the results of this study, and similar previous studies, which show a positive and meaningful relationship between feedback and academic achievement (reading and writing), it is suggested that education officials, especially teachers, address various aspects of feedback in the process. Teaching -learning and measuring attention.