THE TEN MONTH INVESTIGATION AND EDUCATION FOR EFFECTING OF CORRECTIVE FEEDBACK FOR THE SECOND LANGUAGE (L2) PRAGMATICS IN IRAN
DOI:
https://doi.org/10.22481/praxisedu.v16i37.6172Keywords:
Email requests, Syntactic downgraders, Corrective feedback, L2 pragmatic competenceAbstract
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.
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