A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Written feedback motivates learners to revise their drafts and enhances their writing.

“They found that written feedback motivates learners to revise their drafts (Saito, 1994;Zhang, 1995), and enhances their writing (Ferris, 1997(Ferris, , 2010)).”

• cites Saito, 1994 sourcePartly supported

  The Discussion (page unavailable) says feedback that gives students clues can prompt them to correct errors and revise their papers. It also says students may merely read fully corrected work, and some did not rewrite even when assigned to do so; the claim therefore overstates the effect of written feedback generally. The separate claim about enhancing writing is cited to Ferris, not Saito. (LLM, conf=0.88)

  Experimental — accuracy not yet measured
• cites Zhang, 1995 sourceNot checked — no full text of the source
• cites Ferris, 1997 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Rating scale functioning varies across different raters, different speech acts, and different proficiency levels.

“In their inquiry, they mainly focused on communicative function, situational appropriateness, and grammaticality and at the end, they found that rating scale functioning varied across different raters, different speech acts, and different proficiency levels.”

• cites Li, Taguchi, and Xiao (2019)Supported

Probably not a substantial claim: may not pass S3 (load-bearing).

Lack of second language learners' writing and revision strategies are rooted partly in writing teachers who focus mainly on the form of the writing and overlook the real ideas and meaning interacted through the text.

“Zamel (1983) and Cohen (1987) found that lack of second language learners' writing and revision strategies are rooted partly in writing teachers who focus mainly on the form of the writing and overlook the real ideas and meaning interacted through the text.”

• cites Zamel, 1983 sourceNot checked — no full text of the source
• cites Cohen, 1987 sourcePartly supported

  The introduction (p. 3) reports that feedback can focus narrowly on grammar and mechanics and that students have limited strategies for handling it. It does not establish that this focus causes the lack of writing or revision strategies. Moreover, the study’s findings (pp. 5–6) say the EFL teacher emphasized content and organization as well as form; the actual feedback did not corroborate one student’s perception that grammar and mechanics dominated. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

May combine two claims.

There was a statistically significant difference between the effects of teacher's group feedback and individual feedback on Iranian EFL learners' uptake of speech acts, with individual feedback yielding a higher posttest mean.

“The results of the independent t-test (t (30) = 2.619, 95% [1.07, 8.67], p = .014,r = .430representing a moderate to large effect size) (Table 6) indicated that the individual feedback group had a significantly higher mean on the posttest.”

May combine two claims.

Textbooks often do not present speech acts adequately or reflect real language use.

“several studies indicated that often textbooks do not present speech acts and when they do it may not reflect real language use.”

• cites Kasper, 2001 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

When the teacher gives individual feedback instead of group feedback, he or she establishes more authority with the student in a one-on-one manner.

“Therefore, it can be said that when the teacher gives individual feedback instead of group feedback, he or she establishes a more authority with the student in a one-onone manner, and that is what Yang et al.'s (2006) study has found in general.”

• cites Yang et al.'s (2006) sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Structuring the writing class and the type of feedback given to learners affects learners' approach to writing process, feedback, and revisions.

“Researchers argue that structuring the writing class and the type of feedback given to learners will undoubtedly affect learners' approach to writing process, feedback, and revisions (Hedgcock & Lefkowitz, 1996;Lockhart & Ng, 1995).”

• cites Hedgcock & Lefkowitz, 1996 sourceNot checked — no full text of the source
• cites Lockhart & Ng, 1995 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Features such as amount of information, politeness, clarity, and relevance, as well as forms such as grammar, phrasing, and word choice, are prominent in raters' evaluation of written speech act performance.

“The upshots of their research showed that features such as the amount of the information, politeness, clarity, and relevance as well as the forms such as grammar, phrasing, and word choice are the prominent forms in the raters' viewpoint.”

• cites Chen and Liu (2016) sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

The writing posttest was at the same level as the pretest and both groups had the same topics to write about.

“The level of the writing posttest was the same as the pretest and both groups had the same topics to write about.”

May combine two claims.

Individual feedback to learners has two benefits: it can be more specific to the student's learning needs and it is private.

“Furthermore, Brookhart (2017) argues that giving individual feedback to learners has two benefits for the learners, because they can be more specific to the student's certain learning needs and because it is private.”

• cites Brookhart (2017)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The tests used in this study had acceptable reliability, enabling the researcher to safely generalize the results.

“That is to say, the tests used in this study had acceptable reliability which enables the researcher to safely generalize the results.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

When individual and group feedback are compared, cultural, social and other factors may come into consideration, which can have profound impacts on the results.

“When these two types of feedback are compared, the cultural, social and other factors may come into consideration, which can have profound impacts on the results.”

Classified as probably not a substantial claim.

Learners may feel more comfortable when their mistakes are not made public to the class.

“In fact, learners may feel more comfortable when their mistakes are not made public to the class.”

Probably not a substantial claim: may not pass S2 (checkable).

Feedback plays a crucial role in revising student writing and maximizing its quality.

“Feedback plays a crucial role in revising student writing and maximizing its quality (Freedman, 1985).”

• cites Freedman, 1985Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Letter of apology is beneficial because it lets the other party accept the apology without the probability of starting another argument.

“It is beneficial since it lets the other party to accept your apology without the probability of starting another argument.”

• cites Podesta & Paxton, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Both research groups were managed by the teachers so that the topics of writing letters, teacher feedback types, and the duration of instruction were the same, differing only in feedback delivery conditions.

“Both research groups were managed by the teachers so that the topics of writing letters, teacher feedback types, the duration of instruction.The groups were only different in terms of feedback delivery conditions which are one group having received teacher group feedback and one group having received teacher individual feedback.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Teacher feedback improves writing more than peer feedback.

“The results of their study showed that students who were exposed to teacher and peer feedback both improved their writing but teacher feedback revealed to improve their writing more than the other type of feedback.”

• cites Yang, Badger, and Yu (2006) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The presence of feedback seems to enhance learners' accuracy and fluency.

“It can be concluded from research on written corrective feedback that the presence of feedback seems to enhance learners' accuracy and fluency.”

Probably not a substantial claim: may not pass S4 (based).

Missing from feedback and instruction type studies is research on the design of feedback delivery (individual vs group).

“Besides, missing from the feedback and instruction type studies is research on the design of the feedback delivery.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Writing teachers are usually dubious about the best ways of giving feedback to their learners.

“Writing teacher themselves are usually dubious about the best ways of giving feedback to their learners (Hyland, 2015).”

• cites Hyland, 2015 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

In some cultures, learners may be OK with teacher giving them feedback in front of their peers, but in some other cultures, this may not be the case.

“In some cultures, learners may be OK with teacher giving them feedback in front of their peers, but in some other cultures, this may not be the case.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Conference feedback should be analyzed with regard to interaction and situated contextual detail is relevant to its analysis.

“The results of their research showed that conference feedback should be analyzed with regard to interaction and that”

• cites Thambirajah and Nordin (2014)Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The shift of trend has not removed the problems of providing effective feedback.

“As Leki (2002) and Susser (1994) remark, however, the shift of trend has not removed the problems of providing effective feedback.”

• cites Leki, 2002Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Susser, 1994 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Culture may have played a role in how learners digest and accept feedback as appropriate.

“In finding the sources of discrepancy between these two research studies, it can be discussed that culture may have played a role in how learners digest and accept feedback as appropriate.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

In Iranian and oriental cultures, giving feedback to learners individually gives them a sense of more attention and relief.

“In some cultures, such as the Iranian and oriental cultures, giving feedback to the learners individually gives them a sense of more attention and relief.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Most of the studies compared in the discussion have not compared individual with group feedback.

“Another aspect that may have affected the results of the current study and yielded different results than the above research is that most of them have not compared individual with group feedback.”

Probably not a substantial claim: may not pass S2 (checkable).

Research is needed on speech acts in written language.

“Therefore, research is calling for more study on speech act in written language.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The probability of learners' acquiring the speech acts they contact more, notice more, and need more is higher.

“As Cohen (2010) stated, the probability of learners' acquiring the speech acts they contact more, notice more, and need more is higher.”

• cites Cohen (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Letters are a very common form of writing and knowing the rules to write them is critical because they can make all the difference and leave long-lasting effects.

“Letters are a very common form of writing knowing the rules to write them is a critical point since they can make all the difference and leave long-lasting effects as Bly (2011) stated.”

• cites Bly, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A combination of written and conference feedback has a significant effect on accuracy levels in the use of the past simple tense and the definite article in new pieces of writing, but there is no general effect on accuracy for feedback types in single groups.

“They found”

• cites Bitchener, Young, and Cameron (2005) sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The six apology strategies proposed by Al Masaeed, Waugh, and Burns (2018) were explicitly instructed in both groups.

“Six strategies for apology proposed by Al Masaeed, Waugh, and Burns (2018) were explicitly instructed in both groups.”

• cites Al Masaeed, Waugh, and Burns (2018) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Speech act is the most practical communicative dimension of language that should be learnt by foreign language learners.

“Speech act is widely acknowledged as the most practical communicative dimension of language that should be learnt by foreign language learners (Carbaugh, 2013).”

• cites Carbaugh, 2013 sourceNot checked — no full text of the source

May combine two claims.

The writing pretest and posttest were at the same level and had the same scoring.

“It is also important that the level of the writing in both pretest and posttest was the same with the same scoring.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Written feedback is the most well-known means teachers use to interact and communicate with learners.

“Consequently, written feedback is the most well-known means teachers use to interact and communicate with learners (Ferris, 2004;Hyland & Hyland, 2001).”

• cites Ferris, 2004 sourceNot checked — no full text of the source
• cites Hyland & Hyland, 2001 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

It is not clear which feedback types and combinations are effective and last over long time.

“However, it is not clear which given types and feedback combinations are effective and last over long time.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The matter of producing apologies in a second/foreign language and in written form is more complicated.

“The matter becomes even more complicated when the learners are to make them in a second/foreign language (EFL) and in written form (Haji Maibodi, 2016).”

• cites Haji Maibodi, 2016Not checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Some students overlook feedback given to other students and move on to the teacher's comments on their own writing, which can avoid confusion on the learner's part.

“some students tend to overlook feedback given to other students and simply move on to the comments the teacher has made about their own writing.This way, confusion can be avoided on the part of the learner.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

None of the previously reviewed studies carried out their experiment in the social media context.

“None of the above studies have carried out their experiment in the social media context.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

In writing any kind of letter, one has to take points such as format, style/tone/voice, structure, handy phrases, and sincere regrets into account.

“The point to be remembered is that in writing any kind of letter, you have to take some points such as the format, style/ tone/ voice, structure, handy phrases, and sincere regrets into account (Bly, 2011).”

• cites Bly, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

The characteristics of social media may be very different from other types of communication, which may have resulted in different results.

“The characteristics of the social media may be very different from other types of communication, which may have resulted in different results.”

Classified as probably not a substantial claim.

Making apologies is a difficult speech act for learners because they are challenging and demanding for L2 learners.

“Another point to be mentioned is that making apologies is a difficult speech act for learners sine they are very challenging and demanding for L2 learners.”

• cites Abdi, 2014Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The use of technology may be a factor that contributed to the different results of this study relative to other studies.

“The use of technology can also be another factor that contributed to the different results.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In an apology letter, one needs to apologize unconditionally, admit being wrong, admit the blame, and try not to mention any previous occasions in which the other party had something wrong to you.

“In an apology letter, however, you need to apologize unconditionally, admit that you have been wrong, admit the blame, and try not to mention any previous occasions in which the other party had something wrong to you (Podesta & Paxton, 2003).”

• cites Podesta & Paxton, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The small sample size in each group (16) may affect the findings and limits the generalizability of the findings on the feedback condition effect and speech act in writing apology letters.

“One is the small sample size in each group (16).A larger sample size in future research can help increase the generalizability of the findings related to this study with respect to the feedback condition effect and speech act in wiritng apology letters.”

May combine two claims.

When individual feedback is given, learners feel the feedback is exclusive to them and pay more attention to the teacher's comments on their own writing.

“when individual feedback is given to learners, they feel that the feedback is exclusive to them and they pay more attention to what the teacher has commented exclusively on their writing assignment.”

Probably not a substantial claim: may not pass S2 (checkable).

The superiority of individual feedback over group feedback may be due to the social and cultural characteristics of the target culture.

“One of the reasons why individual feedback group were better than the group feedback, can be because of the social and cultural characteristics of the target culture.”

• AssumptionRests on an assumption: In the Iranian context, individual techniques have proved to have more effects than group techniques.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Some students may overgeneralize feedback given to their peers and apply it to their own writing where those comments may not be applicable.

“some students may overgeneralize the feedbacks given to their peers and apply them to their writing, where those comments may not be applicable.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

If a speaker does not make an apology subsequently, the problem would not be solved as the other party's face has been threatened.

“If a speaker does not make an apology subsequently, the problem would not be solved as the other party's face has been threatened (Haji Maibodi, 2016).”

• cites Haji Maibodi, 2016Not checked — no full text of the source