In this study, considering the role of self-correction, the researcher investigated about the effect of two different trends in teaching conversation, namely online text-based and face-to-face conversation, on the improvement of the oral proficiency of EFL learners. To fulfill the purpose of this study, 64 students of Kavosh Language School in Mashhad were selected from among a total number of 92 based on their performance on the Preliminary English Test (PET) and randomly put into two experimental and control groups. Using communicative language teaching method, the teacher/researcher throughout 24 sessions taught the same content to both groups. The difference was that the experimental group benefited online interaction in a text-based format at home about 15-20 minutes. The rate of students’ self-correction in each group were recorded and codified in four fields of grammar, spelling/pronunciation, semantics and mental processing. The results adopted from applying the chi-square analysis and Cramer's V formula, showed that the relationship between the frequencies, mean and the level of degree of self-correlation of the experimental group was significantly higher than the control group so an achievement posttest, TSE (Test of spoken English) was given to the students in both groups at the end of the treatment and the mean scores of both groups on the test were compared through an independent samples t-test. The result showed that online text-based conversation had significant effect on EFL learners' oral proficiency and also the subjects in the experimental group used more self-corrections in grammar, semantics, pronunciation/spelling and mental processing respectively.
کلید واژگان :Self-correction, Online text-based conversation, Oral proficiency
ارزش ریالی : 300000 ریال
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