چکیده:
The goal of the present research is to investigate about the effects of formative and summative feedback on the quality of performance of EFL learners in Iran. This study is applied and it deals with the administration of formative and summative feedback among 80 girl and boy students in an institute in Tabriz called Dehkade-e-Jahani during the school year 2018 and 2019 using a quasi-experimental method. Since we have used a pre-test and post-test method among two groups of girl students and boy students, to investigate about the results of the feedbacks created through formative and summative feedback methods, we have used an independent t-test and a double test method to analyze the amount of effectiveness of each of the feedback methods under investigations and also a one-way variance analysis has been administered using SPSS22 software. Results of this study showed that both formative and summative feedback have been effective in improving the performance quality of speaking among EFL students in Iran. The comparison of results of variance analysis also showed that the formative feedback in post-test has had a more considerable positive effect on improving the quality of the speaking performance of Iranian EFL students. Considering the results of the present research, it can be suggested that the formative and summative feedback methods can complement each other during English learning
خلاصه ماشینی:
Teachers’ Formative and Summative Feedback to Enhance Iranian EFL Learners’ Speaking Performance: A Case Study Khodaverdi Alizadeh1*, Naser Ghafoori2 and Touran Ahour2 Received Date: 18/01/2020 Accepted Date:03/08/2020 Abstract The goal of the present research is to investigate about the effects offormative and summative feedback on the quality of performance of EFL learners in Iran.
Results of this study showed that both formative and summative feedback have been effective in improving the performance quality of speaking among EFL students in Iran.
The comparison of results of variance analysis also showed that the formative feedback in post-test has had a more considerable positive effect on improving the quality of the speaking performance of Iranian EFL students.
In addition, to elicit the attitudes of EFL teachers towards the use of formative and summative feedback as important tools to promote their students’ speaking skill, the present research was carried out in an English institute in Tabriz called Dehkade- e-Jahani during the year 2019.
Concepts and research literature Formative feedback and summative feedback Feedback refers to the information received from the teacher or other students regarding the learning process of the language learners.
The information in feedback can represent the delicacy in responding a problem or skill or to reveal certain mistakes in it (Azevedo & Bernard, 1995; Kulhavy, 1977; Birenbaum & Tatsuoka, 1987; Cheng, Lin, Chen, & Heh, 2005; Sleeman, Kelly, Martinak, Ward, & Moore, 1989).
Many studies have compared formative feedback with summative feedback(Bloom & others, 1971; Gezer, Sunkur, & Sahin, 2014; Yaghoobi & Mashhadi, 2013; Abdullayeva, 2016; Özdemir & Özkan, 2017).