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Do Gender Differences Affect Foreign Language Anxiety and Preferences for Oral Corrective Feedback?

Yıl 2020, Cilt: 13 Sayı: 3, 591 - 608, 21.07.2020

Öz

This paper explores the extent gender differences affect foreign language anxiety and student beliefs about spoken corrective feedback. A random sample of 100 Turkish students (50 males, 50 females) who were pre-intermediate level learners of English as a foreign language at a state preparatory school in Turkey completed two questionnaires which measured their level of anxiety and beliefs. The female participants differed from the male participants in that they exhibited higher levels of anxiety, valued delayed feedback and preferred repetition more as the main error correction method. The males, on the other hand, rated elicitation as their favored method of correction and preferred to be given time to correct their errors themselves more than the females did. Both males and females viewed feedback, especially to their serious and individual errors, as a necessary component of the learning process and rated feedback given by the teacher more positively. As the take-home message, teachers need to be selective in their feedback choices and activities in reducing anxiety by taking gender differences in consideration.

Teşekkür

I would like to thank Gönül Tuğba Akdağ, Çağdaş Kalafat, Seçil Baran, Melike Yılmaz Baştuğ and Bekir Ateş for help in data collection and of course Boğaziçi University School of Foreign Languages students who volunteered to take part in the study.

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz & Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168. doi: 10.2307/329005
  • Abedi, Z., Mahadavi, A., & Hassaskhah, J. (2015). Iranian EFL learners’ preferred oral corrective feedback: High anxious learners vs. low anxious learners. International Journal of Research Studies in Language Learning, 5 (2), 75-86. doi: 10.5861/ijrsll.2015.1121
  • Ahmed, N., Pathan, Z. H., & Khan, F.S. (2017). Exploring the causes of English language speaking anxiety among postgraduate students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7, 99-105. doi: 0.5539/ijel. v7n2p99
  • Arnaiz, P., & Guillen, F. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17 (1), 5-26. Retrieved fromhttps://pdfs.semanticscholar.org/b86f/ef0bbcb05520ec862d174430eb2b49c2f9e1.pdf
  • Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8 (10), 1747-1754. doi: 10.30762/jeels. v4i2.358
  • J. M. Batiha, J.M., Noor, N.M., & Mustaffa, R. (2016). Speaking anxiety among English as a foreign language learner in Jordan: Quantitative research. International Journal of Education and Research, 4 (10), 63-82. Retrieved from https://www.researchgate.net/profile/Jafar_Batiha/publication/312283876_Speaking_Anxiety_among_English_as_a_Foreign_Language_Learner_in_Jordan_Quantitative_Research/links/58784d6308ae8fce492ffff9.pdf
  • Büyükbay, S. (2007). The effectiveness of repetition as corrective feedback. MA thesis, Bilkent University, Ankara, Turkey. Retrieved from http://www.thesis.bilkent.edu.tr/0003458.pdf
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia- Social and Behavioral Sciences 199,648-656. doi: 10.1016/j.sbspro.2015.07.594
  • Çetinkaya, G., & Hamzadayı, E. (2015). Yabancı dil olarak Türkçe öğretim sürecinde sözel düzeltme geribildirimleri: öğretmen ve öğrenci yeğleyişleri [Oral corrective feedbacks in Turkish as a foreign language teaching process: teachers’ and students’ preferences]. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 10 (3), 285-302. doi: http://dx.doi.orf/10.7827/TurkishStudies.7906
  • Ölmezer-Öztürk, E. & Öztürk, G. (2016). Types and timing of oral corrective feedback in EFL classrooms: Voices from students. Novitas-ROYAL (Research on Youth and Language), 10(2), 113-133. Retrieved from http://www.novitasroyal.org/Vol_10_2/2.OlmezerOzturk&Ozturk.pdf
  • Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1 (1), 3-18.
  • Fukuda, Y. (2004). Treatment of spoken errors in Japanese high school oral communication classes. MA thesis, California State University, San Francisco, USA.
  • Gamlo, N. (2019). EFL Learners’ preferences of corrective feedback in speaking activities. World Journal of English Language, 9 (2), 28-37. doi: 10.5430/wjel.v9n2p28
  • Genç, Z.S. (2014). Correcting spoken errors in English language teaching: Preferences of Turkish EFL learners at different proficiency levels. Eğitim ve Bilim, 39, 259-271. doi: 10.15390/EB.2014.1438
  • Gielen, S., Tops, L., Dochy, F., Onhema, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback of various peer feedback forms in a secondary writing curriculum. British Educational Research Journal, 36, 143-162. doi: 10.1080/01411920902894070
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.
  • Katamaya, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9 (4), 289-305. Retrieved from https://asian-efl-journal.com/December_2007_EBook.pdf
  • Khorshidi, E., & Rassaei, E. (2013). The effects of learners’ gender on their preferences for corrective feedback. Journal of Studies in Learning and Teaching English, 2 (2), 71-83. Retrieved from: http://jslte.iaushiraz.ac.ir/article_518965_b98e910ab76dc1858f8e8f43b86de9f6.pdf
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85 (4), 549-566. https://doi.org/10.1111/0026-7902.00125
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal, 100, 276-295. doi:10.1111/modl.12315
  • Lyster, L., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19 (1), 37-66. doi: https://doi.org/10.1017/S0272263197001034
  • Mersi, F. (2012). The relationship between gender and Iranian EFL learners’ foreign language classroom anxiety. International Journal of Academic Research in Business and Social Sciences, 2 (6), 147-156. Retrieved from https://pdfs.semanticscholar.org/532a/64b96c3095b35f25531a226da55da90038f2.pdf
  • Martin, S., & Valdivia, A. I.M. (2017). Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education, 14 (1), 1-15. doi: https://doi.org/10.1186/s41239-017-0056-z
  • Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12 (2), 22-37. Retrieved from https://www.jlls.org/index.php/jlls/article/view/441/249
  • Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70, 654-665. doi: 10.1016/j.sbspro.2013.01.106
  • Park, G., & French, B. F. (2013). Gender differences in the foreign language classroom Anxiety Scale. System 41, 462-471. doi: 10.1016/j.system.2013.04.001
  • Park, H.S. (2010). Teachers’ and learners’ preferences for error correction. MA Thesis, California State University, Sacramento, USA.
  • Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety and L2 development. System, 49, 98-109. https://doi.org/10.1016/j.system.2015.01.002
  • Renko, K. (2012). Finnish EFL Learners’ perceptions on errors, corrective feedback and foreign language anxiety. MA Thesis, University of Jyväskylä, Finland. Retreived from https://pdfs.semanticscholar.org/ b49d/dfe5d43daec6eb792d4d9e5903246e2c0561.pdf
  • Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. New York: Springer.
  • Surakka, K. (2007). Corrective feedback and learner uptake in an EFL classroom. MA thesis, University of Jyväskylä, Finland. Retrieved from https:// pdfs. semanticscholar.org/19f7/3f2225878d3998f46f4b3b79fe40dd05e255.pdf
  • Tseng, S. C., & Tsai, C. C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49 (4), 1161-1174. http://dx.doi.org/10.1016/j.compedu.2006.01.007
  • Yih, Y.J., Chin, V., & Ling, T. H. (2017). The role of gender in English Language Learning Anxiety among Tertiary level students. E-Academia Journal, 6 (2), 14-22. Retrieved from: http://journaleacademiauitmt.uitm.edu.my/v2/index.php/home.html
  • Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17 (1), 78-93. ttps://doi.org/10.2167/la429.0
  • Zarei, N. (2011). The relationship between gender and corrective feedback. Online Journal of ICT for Language Learning, 5 (11), 59-79.
  • hang, M., & Rahimi, L.J. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42 (1), 429-439. 10.1016/j.system.2014.01.012

Cinsiyet Farklılıkları Yabancı Dil Kaygısını ve Sözlü Düzeltici Geribildirim Tercihlerini Etkiler Mi?

Yıl 2020, Cilt: 13 Sayı: 3, 591 - 608, 21.07.2020

Öz

Bu çalışma, cinsiyet farklılıklarının yabancı dil kaygı düzeyi ve öğrencilerin sözlü düzeltici geri bildirim inanışları üzerindeki etkisinin boyutunu araştırmaktadır. Türkiye’deki bir devlet hazırlık okulunda yabancı dil olarak İngilizce öğrenen ön orta düzeydeki örneklemden rastgele seçilmiş 100 öğrenci (50 kadın, 50 erkek) kaygı düzeylerini ve inanışlarını ölçen iki anket cevaplamışlardır. Kadın katılımcılar, erkek katılımcılardan daha yüksek kaygı düzeyi göstermeleri, geciktirilmiş geri bildirime değer vermeleri ve tekrarlamayı ana düzeltici geri bildirim yöntemi olarak tercih etmeleri açısından ayrışmışlardır. Erkekler, öte yandan, söyletimi en çok istenen düzeltme yöntemi olarak değerlendirmişler ve kadınlara kıyasla hatalarını kendilerinin düzeltebilmeleri için zaman verilmesini tercih etmişlerdir. Hem erkek hem de kadın katılımcılar, geribildirimi, özellikle ciddi ve bireysel hatalarına verilen geribildirimi, öğrenme süreçleri için gerekli bir bileşen olarak görmüşler ve öğretmenin verdiği geri bildirimi daha olumlu değerlendirmişlerdir. Bu çalışmadan çıkarılacak ders, öğretmenlerin geribildirim ve kaygı azaltıcı etkinlik tercihlerinde cinsiyet farklılıklarını göz önünde bulundurarak seçici olmalarıdır. 

Kaynakça

  • Aida, Y. (1994). Examination of Horwitz & Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168. doi: 10.2307/329005
  • Abedi, Z., Mahadavi, A., & Hassaskhah, J. (2015). Iranian EFL learners’ preferred oral corrective feedback: High anxious learners vs. low anxious learners. International Journal of Research Studies in Language Learning, 5 (2), 75-86. doi: 10.5861/ijrsll.2015.1121
  • Ahmed, N., Pathan, Z. H., & Khan, F.S. (2017). Exploring the causes of English language speaking anxiety among postgraduate students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7, 99-105. doi: 0.5539/ijel. v7n2p99
  • Arnaiz, P., & Guillen, F. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17 (1), 5-26. Retrieved fromhttps://pdfs.semanticscholar.org/b86f/ef0bbcb05520ec862d174430eb2b49c2f9e1.pdf
  • Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8 (10), 1747-1754. doi: 10.30762/jeels. v4i2.358
  • J. M. Batiha, J.M., Noor, N.M., & Mustaffa, R. (2016). Speaking anxiety among English as a foreign language learner in Jordan: Quantitative research. International Journal of Education and Research, 4 (10), 63-82. Retrieved from https://www.researchgate.net/profile/Jafar_Batiha/publication/312283876_Speaking_Anxiety_among_English_as_a_Foreign_Language_Learner_in_Jordan_Quantitative_Research/links/58784d6308ae8fce492ffff9.pdf
  • Büyükbay, S. (2007). The effectiveness of repetition as corrective feedback. MA thesis, Bilkent University, Ankara, Turkey. Retrieved from http://www.thesis.bilkent.edu.tr/0003458.pdf
  • Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia- Social and Behavioral Sciences 199,648-656. doi: 10.1016/j.sbspro.2015.07.594
  • Çetinkaya, G., & Hamzadayı, E. (2015). Yabancı dil olarak Türkçe öğretim sürecinde sözel düzeltme geribildirimleri: öğretmen ve öğrenci yeğleyişleri [Oral corrective feedbacks in Turkish as a foreign language teaching process: teachers’ and students’ preferences]. Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 10 (3), 285-302. doi: http://dx.doi.orf/10.7827/TurkishStudies.7906
  • Ölmezer-Öztürk, E. & Öztürk, G. (2016). Types and timing of oral corrective feedback in EFL classrooms: Voices from students. Novitas-ROYAL (Research on Youth and Language), 10(2), 113-133. Retrieved from http://www.novitasroyal.org/Vol_10_2/2.OlmezerOzturk&Ozturk.pdf
  • Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1 (1), 3-18.
  • Fukuda, Y. (2004). Treatment of spoken errors in Japanese high school oral communication classes. MA thesis, California State University, San Francisco, USA.
  • Gamlo, N. (2019). EFL Learners’ preferences of corrective feedback in speaking activities. World Journal of English Language, 9 (2), 28-37. doi: 10.5430/wjel.v9n2p28
  • Genç, Z.S. (2014). Correcting spoken errors in English language teaching: Preferences of Turkish EFL learners at different proficiency levels. Eğitim ve Bilim, 39, 259-271. doi: 10.15390/EB.2014.1438
  • Gielen, S., Tops, L., Dochy, F., Onhema, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback of various peer feedback forms in a secondary writing curriculum. British Educational Research Journal, 36, 143-162. doi: 10.1080/01411920902894070
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • IBM Corp. (2017). IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.
  • Katamaya, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9 (4), 289-305. Retrieved from https://asian-efl-journal.com/December_2007_EBook.pdf
  • Khorshidi, E., & Rassaei, E. (2013). The effects of learners’ gender on their preferences for corrective feedback. Journal of Studies in Learning and Teaching English, 2 (2), 71-83. Retrieved from: http://jslte.iaushiraz.ac.ir/article_518965_b98e910ab76dc1858f8e8f43b86de9f6.pdf
  • Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85 (4), 549-566. https://doi.org/10.1111/0026-7902.00125
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal, 100, 276-295. doi:10.1111/modl.12315
  • Lyster, L., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19 (1), 37-66. doi: https://doi.org/10.1017/S0272263197001034
  • Mersi, F. (2012). The relationship between gender and Iranian EFL learners’ foreign language classroom anxiety. International Journal of Academic Research in Business and Social Sciences, 2 (6), 147-156. Retrieved from https://pdfs.semanticscholar.org/532a/64b96c3095b35f25531a226da55da90038f2.pdf
  • Martin, S., & Valdivia, A. I.M. (2017). Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education, 14 (1), 1-15. doi: https://doi.org/10.1186/s41239-017-0056-z
  • Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12 (2), 22-37. Retrieved from https://www.jlls.org/index.php/jlls/article/view/441/249
  • Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70, 654-665. doi: 10.1016/j.sbspro.2013.01.106
  • Park, G., & French, B. F. (2013). Gender differences in the foreign language classroom Anxiety Scale. System 41, 462-471. doi: 10.1016/j.system.2013.04.001
  • Park, H.S. (2010). Teachers’ and learners’ preferences for error correction. MA Thesis, California State University, Sacramento, USA.
  • Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety and L2 development. System, 49, 98-109. https://doi.org/10.1016/j.system.2015.01.002
  • Renko, K. (2012). Finnish EFL Learners’ perceptions on errors, corrective feedback and foreign language anxiety. MA Thesis, University of Jyväskylä, Finland. Retreived from https://pdfs.semanticscholar.org/ b49d/dfe5d43daec6eb792d4d9e5903246e2c0561.pdf
  • Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. New York: Springer.
  • Surakka, K. (2007). Corrective feedback and learner uptake in an EFL classroom. MA thesis, University of Jyväskylä, Finland. Retrieved from https:// pdfs. semanticscholar.org/19f7/3f2225878d3998f46f4b3b79fe40dd05e255.pdf
  • Tseng, S. C., & Tsai, C. C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49 (4), 1161-1174. http://dx.doi.org/10.1016/j.compedu.2006.01.007
  • Yih, Y.J., Chin, V., & Ling, T. H. (2017). The role of gender in English Language Learning Anxiety among Tertiary level students. E-Academia Journal, 6 (2), 14-22. Retrieved from: http://journaleacademiauitmt.uitm.edu.my/v2/index.php/home.html
  • Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17 (1), 78-93. ttps://doi.org/10.2167/la429.0
  • Zarei, N. (2011). The relationship between gender and corrective feedback. Online Journal of ICT for Language Learning, 5 (11), 59-79.
  • hang, M., & Rahimi, L.J. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42 (1), 429-439. 10.1016/j.system.2014.01.012
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Vasfiye Geckin

Yayımlanma Tarihi 21 Temmuz 2020
Gönderilme Tarihi 15 Kasım 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 3

Kaynak Göster

APA Geckin, V. (2020). Do Gender Differences Affect Foreign Language Anxiety and Preferences for Oral Corrective Feedback?. Journal of Theoretical Educational Science, 13(3), 591-608.