Teachers’ Formative and Summative Feedback to Enhance Iranian EFL Learners’ Speaking Performance: A Case Study

Document Type: Original Article

Authors

1 Ph.D. student of the Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 Faculty Member of the Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

3 Staff Member of the Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

Abstract

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

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