The Efficacy of Positive Affective Feedback on Vocabulary Retention in EFL Classrooms: Evidence from Iranian Secondary Education

دسته بندی موضوعی : برنامه ریزی درسی و آموزشی

زبان : انگلیسی

نوع فایل : PDF

تعداد صفحات : 25

وضعیت : این مقاله توسط هیات داوران پایگاه ایران ژورنال داوری شده است
فصل نامه علمی تخصصی پژوهش برتر - سال اول شماره چهارم - زمستان 1404

نویسندگان :
Amir Hossein Rezazadeh Jabalbarezi

ثبت شده توسط : ایران ژورنال

لینک مستقیم مقاله : https://iran-journals.com/doc/2769

چکیده فارسی :

Vocabulary acquisition is a foundational element of language proficiency; however, students often face challenges in retaining new lexicon due to motivational and affective barriers. While the cognitive aspects of vocabulary learning are well-documented, the role of teacher-provided positive affective feedback in enhancing vocabulary outcomes in EFL contexts remains under-researched. This study investigated the impact of positive affective feedback on vocabulary acquisition among Iranian middle school students. It aimed to determine whether verbal and non-verbal teacher support—such as specific praise and emotional encouragement—significantly improves vocabulary learning compared to traditional instructional approaches. Utilizing a quasi-experimental, pre-test/post-test research design, 80 male middle school students in Kerman, Iran, were divided into experimental and control groups. The experimental group received systematic positive affective feedback during vocabulary instruction, while the control group followed standard teaching practices. Data were analyzed using ANCOVA to account for pre-existing differences, alongside qualitative observation checklists to categorize affective feedback behaviors. Findings indicate that the experimental group demonstrated statistically significant improvements in vocabulary post-test scores compared to the control group. The integration of affective feedback created a more supportive classroom climate, which facilitated higher student engagement and persistent effort in vocabulary tasks. The results suggest that positive affective feedback is a powerful pedagogical tool for enhancing vocabulary learning. By addressing the affective-cognitive interface, teachers can create more effective learning environments. Limitations of the study and implications for future research are discussed, including the need for longitudinal studies and broader demographic representation.

کلمات کلیدی فارسی :
Vocabulary Acquisition, Positive Affective Feedback, EFL Learners, Classroom Motivation, Adolescent Language Education.