The use of internet as a teaching tool is predominant all around the world and teachers try to devise it in order to accelerate and facilitate language learning for their students. However in Iran, few studies have concentrated on this type of methodology and it is rarely practiced among English language instructors. Thus this study aimed at investigating the effect of CALL methods on teaching English grammar in general and passive voice in particular to Intermediate EFL students. For this purpose the researcher took advantage of weblogs as a CALL program. The students who were being taught by the researcher were given a pretest at the beginning of the course and then a subject to write about each week on their weblog. They were advised to use more passive voice than active in their essays. Consequently their performance was evaluated in 2 ways: one group by their peers through recast and the other group by the teacher, via traditional methods to see which method was more effective in teaching grammar, peer corrective recast or instructor’s corrective hints. The text book used by the instructor during this experimental course was Top Notch. The number of errors could determine the results of pretest and posttest. Then frequency, mean and Standard Deviation were used for providing the results and statistics. Finally, a T-test was devised in order to verify the difference between means of both groups. This study found that corrective recast had statistically no clear impact on grammar acquisition of the Iranian EFL learners.
| Published in | International Journal of Applied Linguistics and Translation (Volume 4, Issue 1) |
| DOI | 10.11648/j.ijalt.20180401.12 |
| Page(s) | 9-17 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
CALL, EFL, Recast
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APA Style
Mostafa Rahimi Rad. (2018). The Effect of Peer Corrective Recast in CALL as a Language Teaching Methodology on Teaching Grammar to Intermediate Iranian English Foreign Language Students. International Journal of Applied Linguistics and Translation, 4(1), 9-17. https://doi.org/10.11648/j.ijalt.20180401.12
ACS Style
Mostafa Rahimi Rad. The Effect of Peer Corrective Recast in CALL as a Language Teaching Methodology on Teaching Grammar to Intermediate Iranian English Foreign Language Students. Int. J. Appl. Linguist. Transl. 2018, 4(1), 9-17. doi: 10.11648/j.ijalt.20180401.12
AMA Style
Mostafa Rahimi Rad. The Effect of Peer Corrective Recast in CALL as a Language Teaching Methodology on Teaching Grammar to Intermediate Iranian English Foreign Language Students. Int J Appl Linguist Transl. 2018;4(1):9-17. doi: 10.11648/j.ijalt.20180401.12
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Download@article{10.11648/j.ijalt.20180401.12,
author = {Mostafa Rahimi Rad},
title = {The Effect of Peer Corrective Recast in CALL as a Language Teaching Methodology on Teaching Grammar to Intermediate Iranian English Foreign Language Students},
journal = {International Journal of Applied Linguistics and Translation},
volume = {4},
number = {1},
pages = {9-17},
doi = {10.11648/j.ijalt.20180401.12},
url = {https://doi.org/10.11648/j.ijalt.20180401.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20180401.12},
abstract = {The use of internet as a teaching tool is predominant all around the world and teachers try to devise it in order to accelerate and facilitate language learning for their students. However in Iran, few studies have concentrated on this type of methodology and it is rarely practiced among English language instructors. Thus this study aimed at investigating the effect of CALL methods on teaching English grammar in general and passive voice in particular to Intermediate EFL students. For this purpose the researcher took advantage of weblogs as a CALL program. The students who were being taught by the researcher were given a pretest at the beginning of the course and then a subject to write about each week on their weblog. They were advised to use more passive voice than active in their essays. Consequently their performance was evaluated in 2 ways: one group by their peers through recast and the other group by the teacher, via traditional methods to see which method was more effective in teaching grammar, peer corrective recast or instructor’s corrective hints. The text book used by the instructor during this experimental course was Top Notch. The number of errors could determine the results of pretest and posttest. Then frequency, mean and Standard Deviation were used for providing the results and statistics. Finally, a T-test was devised in order to verify the difference between means of both groups. This study found that corrective recast had statistically no clear impact on grammar acquisition of the Iranian EFL learners.},
year = {2018}
}
TY - JOUR T1 - The Effect of Peer Corrective Recast in CALL as a Language Teaching Methodology on Teaching Grammar to Intermediate Iranian English Foreign Language Students AU - Mostafa Rahimi Rad Y1 - 2018/04/10 PY - 2018 N1 - https://doi.org/10.11648/j.ijalt.20180401.12 DO - 10.11648/j.ijalt.20180401.12 T2 - International Journal of Applied Linguistics and Translation JF - International Journal of Applied Linguistics and Translation JO - International Journal of Applied Linguistics and Translation SP - 9 EP - 17 PB - Science Publishing Group SN - 2472-1271 UR - https://doi.org/10.11648/j.ijalt.20180401.12 AB - The use of internet as a teaching tool is predominant all around the world and teachers try to devise it in order to accelerate and facilitate language learning for their students. However in Iran, few studies have concentrated on this type of methodology and it is rarely practiced among English language instructors. Thus this study aimed at investigating the effect of CALL methods on teaching English grammar in general and passive voice in particular to Intermediate EFL students. For this purpose the researcher took advantage of weblogs as a CALL program. The students who were being taught by the researcher were given a pretest at the beginning of the course and then a subject to write about each week on their weblog. They were advised to use more passive voice than active in their essays. Consequently their performance was evaluated in 2 ways: one group by their peers through recast and the other group by the teacher, via traditional methods to see which method was more effective in teaching grammar, peer corrective recast or instructor’s corrective hints. The text book used by the instructor during this experimental course was Top Notch. The number of errors could determine the results of pretest and posttest. Then frequency, mean and Standard Deviation were used for providing the results and statistics. Finally, a T-test was devised in order to verify the difference between means of both groups. This study found that corrective recast had statistically no clear impact on grammar acquisition of the Iranian EFL learners. VL - 4 IS - 1 ER -
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