چكيده به لاتين
This two-fold study was aimed at (a) determining whether applying prefabricated structures affects the fluency development of IELTS takers, (b) comparing the effectiveness of feedback received by teachers and peers, (c) and examining IELTS takers' perceptions about Edmodo mobile application in learning prefabricated structures. In so doing, the researcher initially homogenized the participants' proficiency by a test developed by Michigan publication house. In this qualitative and quantitative research, 30 participants were selected from Ava International Language Center and they were further divided randomly into two groups of peer correction and teacher feedback in Edmodo; in 7 sessions they both received the same treatment of prefabricated structures about the most seven frequent questions of IELTS speaking part 1 used as pretest and posttest. After collecting the audio-files on Edmodo, they were scored by a former IELTS examiner and the researcher according to the Speaking Scoring Rubric provided by IELTS Australia and Cambridge English Language. This quantitative and qualitative research initially focused the prefabricated structures use on speaking fluency; then, the qualitative parts went through the participants' perceptions about Edmodo and feedback. The quantitative results indicated that employing prefabricated structures in both groups of teacher's feedback and peer correction was effective on IELTS takers' fluency development. Qualitatively, based on participants' perceptions, the results revealed that using Edmodo was effective in their learning. The results also revealed that although majority of the participants claimed that they preferred to receive feedback from their teacher rather than their peers, the statistical results showed that there was no statistical
significant difference between those who received feedback from their teacher and the ones who were given feedback by their classmates.
