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Hoomanfard, Mohammad Hamed, Rahimi, Mohammad. (1400). Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes. جلوه هنر, 5(2), 51-73. doi: 10.22051/lghor.2020.32628.1353
Mohammad Hamed Hoomanfard; Mohammad Rahimi. "Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes". جلوه هنر, 5, 2, 1400, 51-73. doi: 10.22051/lghor.2020.32628.1353
Hoomanfard, Mohammad Hamed, Rahimi, Mohammad. (1400). 'Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes', جلوه هنر, 5(2), pp. 51-73. doi: 10.22051/lghor.2020.32628.1353
Hoomanfard, Mohammad Hamed, Rahimi, Mohammad. Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes. جلوه هنر, 1400; 5(2): 51-73. doi: 10.22051/lghor.2020.32628.1353

Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes

Journal of Language Horizons
مقاله 3، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 51-73    اصل مقاله (388.42 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2020.32628.1353
نویسندگان
Mohammad Hamed Hoomanfard1؛ Mohammad Rahimi* 2
1PhD in ELT, English Language Department, Payame Noor University, Tehran, Iran
2Associate Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
چکیده
This study investigated the effect of face-to-face and computer-mediated peer feedback on L2 introverted and extroverted learners’ writing ability and language-related episodes. Eighty-six L2 intermediate English language learners were randomly assigned to two different treatment groups: computer-mediated and face-to-face peer feedback. In computer-mediated classes, the participants exchanged peer feedback and discussed comments using Google Docs platform. Meanwhile, in the face-to-face group, the participants exchanged comments on paper; they also gathered once a week to discuss comments face-to-face. The results revealed that the introverts in the computer-mediated group improved more significantly than the introverts in the face-to-face group. However, the extroverts of both face-to-face and computer-mediated groups improved equally. The findings also indicated that both introverts and extroverts in the computer-mediated group produced more language-related episodes than their counterparts in face-to-face group. Further, the pairing patterns of introverted and extroverted learners were found to have effects on the number of language-related episodes generated by them.
کلیدواژه‌ها
computer-mediated peer feedback؛ language-related episodes؛ introversion؛ extroversion؛ L2 writing
عنوان مقاله [English]
تأثیر بازخورد همسانِ باواسطه-رایانه در مقابل رو در رو بر توانایی نوشتاری و رخدادهای زبان-وابستة زبان‌آموزان درون‌گرا در مقابل برون‌گرا
نویسندگان [English]
محمد حامد هومان فرد1؛ محمد رحیمی2
1دکترای آموزش زبان انگلیسی، گروه آموزش زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران
2دانشیار گروه زبان‌های خارجی و زبان‌شناسی، دانشگاه شیراز، شیراز، ایران
چکیده [English]
این پژوهش به بررسی تأثیر بازخورد همسان رو در رو و باواسطه-رایانه بر توانایی نوشتاری و رخدادهای زبان-وابستة زبان‌آموزان درون‌گرا و برون‌گرای زبان دوم پرداخته‌است. هشتاد و شش زبان‌آموز انگلیسی سطح متوسط به صورت تصادفی به دو گروه متفاوت بازخورد همسان رو در رو و با واسطه-رایانه دسته‌بندی شدند. در کلاس‌های باواسطة رایانه، شرکت‌کننده‌ها بازخورد همسان و نظراتشان را با استفاده از پلت فرم گوگل داکس رد و بدل کردند. در این میان، در گروه رو در رو، شرکت‌کننده‌ها نظراتشان را بر روی کاغذ رد و بدل کردند؛ آن‌ها همچنین هفته‌ای یک بار گرد هم آمدند تا درباره نظراتشان به صورت رودررو گفت‌وگو کنند. یافته‌ها نشان داد که درون‌گراها در گروه باواسطه-رایانه به طور معناداری بیشتر از افراد درون‌گرا در گروه رو در رو پیشرفت کردند. با این وجود، برون‌گراها در هر دو گروه رو در رو و باواسطه-رایانه به صورتی برابر پیشرفت کردند. یافته‌ها همچنین نشان داد که هم درون‌گراها و هم برون‌گراها در گروه باواسطه-رایانه، رخدادهای زبان- وابستة بیشتری در مقایسه با همتایان خود در گروه رو در رو تولید کردند. افزون بر این، بر اساس نتایج الگوهای جفتی زبان‌آموزان درون‌گرا و برون‌گرا تأثیراتی بر تعداد رخدادهای زبان-وابستة تولیدشده توسط آن‌‌ها داشتند.
کلیدواژه‌ها [English]
بازخورد همسان باواسطه‌-رایانه, رخدادهای زبان-وابسته, درون‌گرایی, برون‌گرایی, مهارت نوشتاری زبان دوم
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