PERCEPTIONS OF ENGLISH INSTRUCTORS AND LEARNERS ABOUT CORRECTIVE FEEDBACK (original) (raw)
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Corrective Feedback in English Language Teaching and Learning : Which Way to Go ?
2014
The rise in popularity of the communicative approach in language teaching since the late 1970s primarily focusing on language for meaningful interaction and for accomplishing tasks rather than on learning rules has intensified debate among teachers and researchers on corrective feedback or error correction in second language learning. The concept of corrective feedback has been under analysis for long especially since Hendrickson’s study in 1978 in which he questioned if errors should be corrected and if so which ones, when and how the errors should be corrected. Subsequent studies have investigated the types of corrective feedback as well as the use and effectiveness of those types in various contexts and even the impact of those types of error treatment on uptake. Despite these studies, corrective feedback remains one of the most contentious issues in second language teaching and there is no consensus about its application. While some view it as a natural part of the second langua...
©ARC Page | 5 Corrective Feedback in English Language Teaching and Learning: Which Way to Go?
2015
Abstract: The rise in popularity of the communicative approach in language teaching since the late 1970s primarily focusing on language for meaningful interaction and for accomplishing tasks rather than on learning rules has intensified debate among teachers and researchers on corrective feedback or error correction in second language learning. The concept of corrective feedback has been under analysis for long especially since Hendrickson’s study in 1978 in which he questioned if errors should be corrected and if so which ones, when and how the errors should be corrected. Subsequent studies have investigated the types of corrective feedback as well as the use and effectiveness of those types in various contexts and even the impact of those types of error treatment on uptake. Despite these studies, corrective feedback remains one of the most contentious issues in second language teaching and there is no consensus about its application. While some view it as a natural part of the sec...
Recast and Explicit Corrective Feedback Among Language Teachers and Learners
Psychology and Education: A Multidisciplinary Journal , 2023
When learning a second language or foreign language, learners make various pronunciation, syntax, or word choice errors. If these errors are not corrected, they will mistake them for the correct form and internalize them into their inter-language system. Repairing erroneous utterance/s in second language acquisition is an eventual quest among second language teachers because they are intertwined with language learning. The study aimed to determine the preferred corrective feedback, the type of corrective feedback provision by language teachers and learners, and the significant relationship between the preferred type of corrective feedback and the corrective feedback provision by language teachers. The researcher used survey questionnaires to gather the necessary data and administered them to the language teachers and learners. This investigated the inevitable corrective feedback employed in actual classroom scenarios that are an inseparable part of language learning. A total of 318 language learners and eight language teachers participated in the data-gathering procedure. Findings revealed that language teachers preferred Recast and corrective feedback provisions under Recast. There was a great extent of feedback provision on correcting an error and reintroducing a particular item among language teachers. Language learners preferred the explicit correction type of corrective feedback and feedback provisions under this type wherein the teacher points out the errors and corrects these immediately. This revealed a great extent of feedback provision, among others. Finally, there is no significant relationship between the corrective feedback provided by the language teachers.
Perspectives on the Role of Oral Corrective Feedback in Developing English Language Acquisition
Abstract: This study aims at exploring the preparatory year instructors' opinions on the contributions of oral corrective feedback (OCF) to the development of learners' acquisition of English. The study investigates instructors’ background about OCF, technical and pedagogical aspects of OCF, types of OCF adopted by instructors in EFL classrooms and what attitudes they have towards OCF. Two types of research tools were used: a questionnaire, and interviews. The findings prove that OCF is a vital element of classroom feedback as it enables students to develop their EL acquisition by motivating them to take control of their EL progress. However, most instructors have no idea about the types of OCF. They use it inside their classrooms but they are unaware of the definitions of the concepts. The study recommends that some preparation work needs to be done before harnessing the power of student-to-student feedback and developing teachers’ planning opportunities for on-going individual dialogue between teachers and students. Keywords: Oral corrective feedback, Types of OCF, Provision of OCF, English Language acquisition.
Oral Corrective Feedback as an Effective Language Teaching Strategy
Humanities science current issues
Like all other kinds of human learning, language learning involves committing errors. Errors and misunderstandings occur on a daily basis in our life. In the past years, language teachers considered errors committed by learners as something undesirable which they sought to prevent from occurring. As a result, many people have a phobia that is associated with learning a foreign language. That is why it is important to convey to students that errors are a natural part of the learning process. Scientists with different views and approaches of a foreign language teaching have different points of view regarding the correction of errors. But most researchers agree that oral corrective feedback is the most common language teaching strategy, and the means of correcting mistakes are significant factors that affect the motivation of students and the success of a foreign language learning. This is mainly because it fixes various elements of language lessons, such as pronunciation and spelling. Oral corrective feedback is a broad field that helps teachers and students identify errors and eliminate them. The focus is on highlighting common errors and correcting them, allowing students to avoid them in the future. Error analysis is one of the most influential theories of second language acquisition. It deals with the analysis of mistakes made by students learning a foreign language by comparing the norms acquired by students with the norms of the target language and explaining the identified errors. Corrective feedback is an approach widely used by language teachers to assess and reflect on students' errors regarding speech and pronunciation. This strategy is also used to reduce language errors, as well as to understand how students can eliminate such errors. Corrective feedback is usually described as a verbal response used by the teacher to correct the speaker's mispronunciation or utterance. It seeks to correct phonological, syntactic, semantic, or functional inaccuracies that may be present in the speaker's speech. Moreover, many researchers believe that corrective feedback leads to the development of healthy teacher-student interaction, which is very important at language classes. Corrections in the teaching process are also considered to play a contributing and constructive role. Taking into account the purpose of teaching and keeping a number of individual factors in mind, language teachers can use appropriate error correction techniques to create a favorable learning environment for their students.
Corrective Feedback: A Contrastive Study of Iranian EFL Learners' and Teachers' Perceptions
Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. The present study examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. The present study draws on 20 minutes transcribed interaction, comprising 351 student turns and 224 teacher turns, coded in accordance with the categories identified in Lyster and Ranta‘s (1997) model of corrective discourse. The results reveal a clear preference for implicit types of reformulative feedback, namely, recasts, leaving little opportunity for other feedback types that encourage learner-generated repair. Consequently, rates of learner uptake and immediate repair of error are low in this classroom. These results are discussed in relation to the hypothesis that L2 learners may benefit more from retrieval and production processes than from only hearing target forms in the input. Key words: corrective feedback, uptake, repair, learners‘ perception, teachers‘ perception
Corrective Educational Feedback on Second Language Teaching and Subsequent Problems
2020
Debate about the value of providing corrective feedback on L2 learning has been prominent in recent years. Although a number of studies have investigated the effects of CF on L2 learners, little is understood about how CF assists both teachers' and learners' development. The present study examines various types of feedback such as recast, clarification request, elicitation, repetition, etc. used by the teacher and the relationship to learner uptake and immediate repair of errors. In addition, it deals with how, when, where the errors should be corrected, and also who should do the correction. It is assumed that drawing students' attention to their errors not only causes awareness in learners but also assists teachers to become aware of themselves both as a teacher and as an individual; hence, all these must be taken into account.
The Effectiveness of Oral Corrective Feedback: Students' Perspectives
Journal, 2022
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.
2014
This doctoral thesis aims to contribute to the growing body of research which shows that oral corrective feedback or error correction is beneficial for second language acquisition. It also seeks to address the pedagogical question of how oral feedback can be implemented in communicative language classrooms. With these aims in mind, a series of three empirical studies was designed based on a review of the existing literature on oral corrective feedback. First of all, a quasi-experimental classroom study was carried out to compare the effects of two types of feedback on the accurate oral production and acquisition of the English regular and irregular past simple tense. Two intact classes of intermediate learners at a Spanish university carried out communicative storytelling tasks during which they received either elicitation or metalinguistic feedback on their past tense errors. Both types of feedback were found to impact the acquisition of the target structure positively, but there w...