The role of Iranian Intermediate EFL Students Feedback on Teaching in Vocabulary Recall

This study investigated the role of Iranian intermediate EFL students feedback on teaching in vocabulary recall. The participants of this study were 60 Iranian intermediate female EFL learners at Iran English Language Institute in Yasouj assigned into control and experimental groups. Nation’s [22] vocabulary test was initially given to both groups to test their entry behavior. Both groups underwent 8 sessions of instruction while the experimental group received Marsh’s [2] Students Evaluation of Educational Quality questionnaire (SEEQ) at the end of each session. After eight weeks of treatment, the students vocabulary recall was examined by administering the same vocabulary test, i.e., a post-test. To analyze the gathered data, statistical procedures; namely, descriptive statistics, and analysis of covariance (ANCOVA) were applied. Lastly, the results revealed that receiving students feedback on teaching at the end of each session brings about a significantly positive effect on their vocabulary recall.