Oral corrective feedback: Its effects on the acquisition of english, teaching practices and teachers' and students' beliefs (original) (raw)

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...