Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners (original) (raw)
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Oral corrective feedback preferences of university students in english communication classes
International Journal of Research in Education and Science, 2019
The ultimate goal of teaching foreign language is to achieve an elevated level of language competence via providing maximum language exposure and minimum learner mistakes. To fulfill the goal, many strategies have been developed. One of the strategies is the provision of feedback during the formal speaking courses. Nevertheless, format of the oral corrective feedback in English as a foreign language (EFL) classes has been controversial regarding methods of correction, timing of correction and target errors. Moreover, learner attitudes toward correction are deemed to be an important component. In this study, the aim was to investigate how and when the error correction should take place in EFL communicative classes based on students’ perspectives. A total of 65 students at Kafkas University who were pre-intermediate and intermediate levels were interviewed using a self-report questionnaire, 14 of which were discarded due to irrelevant and redundant replies. The results revealed that 90% of the learners would like to be corrected when they had errors during the process of speaking English. Majority of the students indicated the preference to be corrected after finishing turn with nice and friendly manners. The results indicated that teachers should be aware of student attitudes toward oral corrective feedback.
Turkish EFL Learners’ Perceptions and Preferences of Written Corrective Feedback
Journal of language research, 2023
Written corrective feedback (WCF) has gained significant attention from both scholars and teachers in English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what practices they favor when it comes to receiving it. Therefore, this quantitative study aims to investigate Turkish EFL learners' perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Türkiye completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners' perceptions and their teachers' feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.
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.
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.
VERBAL CORRECTIVE FEEDBACK: STUDENTS PREFERENCE
Teacher’s feedback plays an important role in analysing the language used. It can also affect language learning and improve students’ motivation (Ellis, 2009). This includes the teacher’s awareness of students’ needs primarily in terms of error correction. The importance of teacher’s feedback is crucial in order for students to develop their language skills. Students’ error correction is common in many researches to be beneficial in second and foreign language, but not many of them have revealed the style that students prefer when teachers correct their error. This research looks into students’ preference of verbal corrective feedback. A set of questionnaire was distributed to local university students. Results from the survey indicate higher preference to explicit correction compared to other types of corrective feedback. The result of this research is aimed to improve the practice of error correction in ESL classroom. Keyword: teacher’s feedback, error correction, corrective feedback, explicit correction
The Expressions of Corrective Feedback in Second Language Classroom
English Teaching Journal : A Journal of English Literature, Language and Education, 2014
This study aims to review the teacher’s expressions which constitute teacher’s corrective feedbacks (CFs) in oral production and examine the ways the teachers' expression revealing teacher’s CFs. The data are in the forms of teachers' utterances obtained from four research articles. The result shows that teacher' expressions which constitute CFs cover explicit correction, recast, clarification request, metalinguistic, elicitation, and repetition. While the ways which reveal teacher’s CFs are found to be reduction, negation, and expansion. The area to be corrected commonly involves phonological, grammatical, and lexical errors. So, it can be concluded that in a second language classroom instruction, teacher’s CFs expressions lead learners' erroneous utterances to be resolved because by saying "Sorry?" (clarification request), a teacher implicitly asks a language learner to reformulate what he has just been said which is usually called repair. Thus, it impl...
Corrective Feedback in Classroom Oral Errors among Kalinga-Apayao State College Students
This study sought to investigate the mindsets or attitudes of students toward corrective feedback in classroom oral errors. A total of 365 students of Kalinga-Apayao State College provided data on their preference toward corrective feedback on classroom oral errors. The questionnaire was the main instrumentation. The mindsets of KASC students on the statements on corrective feedback point out their desire of correction for all their spoken errors; they favor teacher correction; peer correction and self-correction when given hints; and correction of errors that interfere with communication. They are uncertain when these errors should be corrected. On the frequency of corrective feedback, the students want their grammatical errors to be always corrected and all other errors to be often corrected. On the techniques used by teachers for grammatical errors, the students prefer recast, explicit, and explanation method; for pronunciation errors, they favor explicit and explanation. They regard No correction as poor method for both grammar and pronunciation errors.
VERBAL CORRECTIVE FEEDBACK: STUDENTS PREFERENCE Maisarah binti Noorezam
Teacher's feedback plays an important role in analysing the language used. It can also affect language learning and improve students' motivation ). This includes the teacher's awareness of students' needs primarily in terms of error correction. The importance of teacher's feedback is crucial in order for students to develop their language skills. Students' error correction is common in many researches to be beneficial in second and foreign language, but not many of them have revealed the style that students prefer when teachers correct their error. This research looks into students' preference of verbal corrective feedback. A set of questionnaire was distributed to local university students. Results from the survey indicate higher preference to explicit correction compared to other types of corrective feedback. The result of this research is aimed to improve the practice of error correction in ESL classroom.
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.
Australian International Academic Centre PTY. LTD. (AIAC PTY.LTD.), 2018
An advantage of the communication-based instruction in an EFL situation is prioritizing fluency and meaning negotiation though of course at the cost of accuracy. Researchers have, therefore, found feedback on the learners’ erroneous utterances quite appealing so that form can be attended to against the wider backdrop of meaning-focused involvement in communication. This present study qualitatively and quantitatively sought to investigate the teachers’ and intermediate learners’ perceptions as well as the teachers’ practices concerning corrective feedback types, sources of feedback, and types of grammatical errors that occur and need to be attended to during the classroom conversations. The study was conducted in two private language institutes in Tabriz, Eastern Azerbaijan Province, Iran. The instructional materials were Top Notch course books. For the purpose of the study, 6 teachers and 60 EFL learners were focused on. First, the classes of 6 teachers were observed. Then, the teachers and learners completed a questionnaire on corrective feedback. The results indicated that learners showed strong agreement toward using explicit feedback. On the contrary, teachers usually neglected the learners’ grammatical errors at the classroom to maintain the flow of interaction. Another important finding about sources of feedback was that teachers and learners preferred teacher correction to peer correction or self-correction. Finally, both teachers and learners expressed strong agreement about feedback on serious grammatical errors during conversation though the former tended to agree more with the feedback on less serious and frequent grammatically erroneous utterances.