ESL Teachers' Perceptions regarding the Usefulness of Oral Corrective Feedback at Undergraduate Level (original) (raw)
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Scholars' findings on corrective feedback in their empirical studies show the use of written or oral corrective feedback in university classrooms. The study focuses on examining the effectiveness and learners' perception of oral O/WCF respectively in the university classroom to check to what extent written and oral OCF are used with L2 learners at the BS level and the second aim is based on learners' perceptions, which feedback is viewed more effective and why? Observation data were collected from the classroom. Six lessons have been observed using a structured observation checklist. For OCF teacher-learner interaction has been observed. Observational points were noted in the checklist and WCF learners' assignments have been assessed. Semi-Structured interviews were conducted to know the perceptions of the learners. The study employed a Mixed Method Research approach with a pragmatism paradigm. The findings of this study show, teachers use OCF more compare to WCF. Le...
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English is one of the most spoken languages in the world, and many people are making English their main or additional language. Learning English is even more important for university students as they need to use the language in a classroom setting to learn, communicate and participate. One of the most common ways of teaching English is using Oral Corrective Feedback. The purpose of this study is to identify the perspectives of ESL/EFL students on the effectiveness of Oral Corrective Feedback. This study employed a quantitative method by administering questionnaires to 82 English language students supported by qualitative data from 9 students. The quantitative data were analysed using the descriptive method and Spearman’s Correlation Analysis. The qualitative data were analysed thematically based on Lyster et al.’s (2013) interaction hypothesis and Dekeyser’s (2020) Skill Acquisition Theory. The result showed a relationship between the level of proficiency and the student’s perspective on whether they want their lecturers to correct their errors in speaking English. The results also indicated that different language proficiency resulted in different views on using OCF in the classroom. Students with advanced proficiency indicated that they do not prefer to use OCF in the classroom. However, it is also noted that other than the level of proficiency, students’ background knowledge might have contributed to the student’s view on OCF. Several recommendations for future study have also been added in this study.
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This study investigates the perceptions and preferences of ESL learners in Libyan secondary schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120 questionnaires administered to the students. It confirms the positive value of corrective feedback, which the body of existing research literature in the field states, and also reveals and provides evidence to the fact that the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether the corrective feedback should be given immediately after the error is detected or after the students have finished their tasks. The study also reveals that, often, the learners do not receive their expected feedback
Learners' Perceptions on the Use of Oral Corrective Feedback in One-to-One EFL Classroom
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Learners' perception plays an important role in evaluating the teaching and learning process and has an impact to the teacher's performance during the teaching and learning process. Applying descriptive qualitative method with case study design, this study highlighted the learners' perceptions and their preference of oral corrective feedback utilized by the teachers during the teaching and learning process. By using purposive sampling, this research involved one teacher and two learners as research participants at an English course called Amsterdam Institute located in Makassar. The data, collected through semi-structured interview and observation, resulted that the learners found themselves facilitated in responding the teacher's utterances since the teacher's oral corrective feedback were helpful to lead the learners' accuracy or just to help them acknowledge their errors in terms of grammar, lexis, the use of L1, and particularly in phonology (pronunciation). Furthermore, inconsistencies between the students' preference and the teacher's feedback use in terms of the time to provide oral corrective feedback are identified. Students preferred being given time to work out their error, while teacher mostly gave feedback directly. Thus, it can be concluded that giving more time for students to provide self-repair can be a way for students to make sense of error they committed. The results further highlight a significant impact for teachers' beliefs on their corrective feedback practices, especially for those teaching using a tailor-made system. Finally, the implication of this study is discussed.
A comparison of EFL teachers' and students' attitudes to oral corrective feedback
A relatively small number of studies on beliefs about oral corrective feedback (CF) have uncovered a mismatch between teachers' and students' attitudes which is potentially harmful to the language learning process, not only because students may become demotivated when their expectations are not met, but also because teachers appear to be reluctant to provide oral CF. One of the reasons why teachers may feel this way seems to be that they are worried about triggering negative emotions in their students. So far, however, hardly any research exists which takes students' affective responses to CF into account. Previous studies have also neglected to investigate how students prefer to be corrected. Against this background, the present survey study asked 395 students and 46 teachers of English as a foreign language what their attitudes and feelings are with regard to oral CF. Previous findings that students want to be corrected much more than their teachers feel inclined to do were confirmed. Moreover, students were found to be much more positive about explicit types of CF than their teachers are, and to experience positive emotions when receiving CF.
PERCEPTIONS OF ENGLISH INSTRUCTORS AND LEARNERS ABOUT CORRECTIVE FEEDBACK
Corrective feedback has always been popular in English as a foreign language (EFL) settings and its effectiveness in language learning has been widely debated. An increasing number of second language acquisition studies (SLA) indicate that there is a dilemma in the effectiveness of corrective feedback in terms of EFL instructors' and learners' perceptions. " lthough the effectiveness of corrective feedback is a point at issue, there is not much research related to investigating instructors' and learner' perceptions. It is the aim of this study to examine the perceptions of instructors and learners about corrective feedback in learning English as a foreign language (EFL). The findings of the study show that the instructors and learners seem to have almost similar ideas about corrective feedback. However, the instructors and learners seem to have one contradicting perspective that is about oral error correction: the instructors do not seem to favor oral correction all the time, but the learners do. Furthermore, the interviews display that while the instructors prefer non-direct feedback, the learners prefer direct and explicit feedback. Language instructors need to know what their learners expect in corrective feedback and to form a common understanding with their learners for increasing the effectiveness of corrective feedback.
Teachers’ Perceptions About Oral Corrective Feedback and Their Practice in EFL Classrooms
Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semistructured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students’ feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular.
Studies on oral corrective feedback have been mainly directed towards cognitive factors. Practical aspects of error correction have been ignored to a large extent. The present study attempted to fill this gap by investigating teachers' practice and beliefs about oral error correction and the priorities they set for themselves and comparing the results with the recent research findings to find the areas of mismatch between the two domains. Seven teachers were observed, each on two occasions, which made 14 classroom observations overall. Interviews were also conducted with the observed and 30 more teachers. The collected data were analysed using descriptive statistics and content analysis of the interviews. The results indicated that teachers' concerns and priorities were different from those examined in experimental studies, being more affective and practice-oriented in nature. There were also inconsistencies between teachers' beliefs and practice. The results suggested the need to inform teachers about the cognitive aspects of error correction in teacher education programmes and to redress the balance between emotional and cognitive aspects of error correction.
JSSH (Jurnal Sains Sosial dan Humaniora), 2019
Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of...