عنوان مقاله:

نویسندگان:

sorour zekrati، gholam reza parvizi

The productive skills of speaking and writing are perceived challenging by Iranian high school EFL learners as they usually lack required level of syntactic knowledge to rely on. This paper reports an interactive and dynamic cycle of group error correction through which EFL learners iteratively transfer their implicitly learned syntactic knowledge from writing to speaking and from speaking to writing. The participants of the study were 25 12th grade high school students in elementary level (based on Oxford placement test) who were divided to 5 groups. After a pre-test and during 10 successive sessions, groups were asked to collaboratively write a text on a given topic using determined grammatical tenses and exchange it with another group to receive feedback. Students were also asked to discuss similar topics focused on the same tenses in second half of each session. Discussions were recorded for further analysis. The results of quantitative and qualitative data in addition to interview sessions revealed that Iranian EFL learners, learn grammatical structures better while correcting their peers’ writing. In addition, further analysis indicated that students tended to transfer and use same syntactic forms between modality. The findings of this study might prove helpful for EFL teachers and provide them with new ways of empowering students’ productive skills at high schools through dynamic group assessment and implicit grammar teaching.

dynamic assessment, peer correction, writing, speaking, grammar

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zekrati، sorour، reza parvizi، gholam، 1398، Dynamic group error correction and transfer of grammar learning: case of Iranian highschool EFL learners، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1506033