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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Memari, Mehran, Hafez, Fateme. (1403). The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.65135.2730
Mehran Memari; Fateme Hafez. "The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development". سامانه مدیریت نشریات علمی, , , 1403, -. doi: 10.22034/elt.2025.65135.2730
Memari, Mehran, Hafez, Fateme. (1403). 'The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.65135.2730
Memari, Mehran, Hafez, Fateme. The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development. سامانه مدیریت نشریات علمی, 1403; (): -. doi: 10.22034/elt.2025.65135.2730

The Effect of Corrective Feedback on Iranian English as a Foreign Language Learners’ Interlanguage Pragmatics Development

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 27 بهمن 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.65135.2730
نویسندگان
Mehran Memari* 1؛ Fateme Hafez2
1Department of English Language Teaching, Farhangian University, Tehran, Iran
2Bu-ali Sina University of Hamedan, Iran
چکیده
This study investigates the effect of corrective feedback on Iranian English as a Foreign Language (EFL) learners’ interlanguage pragmatic (ILP) development in the context of invitation acceptance and declination. Three intact experimental groups were selected via convenience sampling from an English institute in Tehran: a recast group (N = 13), a metalinguistic group (N = 17), and a clarification request group (N = 12). Prior to the treatment, the groups participated in a dialogic extended discourse pretest. The dialogues for invitation acceptance and declination were drawn from Top Notch, American English File, English Result, and Four Corners. Learners’ performance was assessed using two checklists—one for pragmalinguistic and the other for sociopragmatic knowledge—based on a five-item Likert scale ranging from inappropriate to most appropriate. Treatment sessions were conducted three times per week, each lasting 60 minutes, over a period of one month. The findings reveal that corrective feedback significantly enhanced ILP development. Notably, the metalinguistic group outperformed the recast and clarification request groups. Consequently, metalinguistic corrective feedback proved more effective than recast and clarification feedback in fostering Iranian EFL learners’ ILP development concerning invitation acceptance and declination.
کلیدواژه‌ها
Iranian EFL Learners؛ Interlanguage pragmatics؛ Corrective Feedback؛ Invitation Acceptance؛ Invitation Declination
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تعداد مشاهده مقاله: 23


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