Researching Oral Feedback in the Foreign Language Classroom (original) (raw)
Related papers
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.
Corrective Feedback in Language Teaching
Paper, 2022
Providing feedback is one of the most constructive educational interventions in language teaching. However, there is no specific strategy of feedback appropriate to all teaching contexts. This article highlights the ubiquitous role of feedback and its instructional strategies in language classrooms. The aim of the paper is to probe techniques of feedback varied in different contexts to the body of language teaching literature. The primary goal of this paper is to provide summary background to researchers and language teachers on the ways to facilitate learnersʼ language learning by means of corrective feedback. From this literature review article, one can discover myths and impediments to be mindful in conducting corrective feedback as well as its pedagogical effectiveness.
Oral Feedback for English Language Learners Development
FOSTER: Journal of English Language Teaching
In ELT there are many types of oral feedback that can be used by teachers to respond and correct the mistakes of language learners. However, there are still many teachers who have difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this study aimed to identify the important role of the types and ways in giving oral feedback by an English teacher in language learner development. This study uses a content analysis method using secondary data taken from the previous study in the form of journal articles and thesis published in Indonesian and International journal sites in the past two decades. The result of this study revealed that from 2009 to 2021 there were many changes regarding the application of oral feedback. However, it was found that corrective feedback always be used continuously from year to year, while one of the most dominant types of oral feedback used was explicit feedback.
Giving feedback to language learners
Giving feedback to language learners, 2020
An overview of research into feedback with language learners, with a particular focus on written feedback. Part of the Cambridge Papers in ELT series.
International Journal of Educational Research, 2002
The discussion on the role of corrective feedback is part of a larger discussion on the role of ‘focusing on form’ in foreign language teaching (Focus on form in classroom second language acquisition, Cambridge University Press, Cambridge, 1998). Studies conducted in communicative and content-based foreign language teaching (FLT) settings have shown that some focus on form seems to be required for learners to ‘notice the gap’ (in: R. Day (Ed.), Talking to Learn, Newbury House, Rowley, MA, pp. 237–326) between their erroneous utterances and the target language.This article discusses the role of different types of oral corrective feedback in analytic FLT. Stern (in: B. Harley, P. Allen, J. Cummins, M. Swain (Eds.), The Development of Second Language Proficiency, Cambridge University Press, New York, pp. 93–109; Issues and options in language teaching, Oxford University Press, Oxford) refers to FLT as analytic when the focus of instruction is on the form of the foreign language as opposed to more content-based approaches where the focus is on meaning and content. Typical for analytic FLT are discrete point presentation along with feedback on formal error. This type of FLT is still common practice in Belgian secondary schools.The study explores the role of different kinds of corrective feedback in an analytic setting (German as a foreign language in Flanders, Belgium). The frequency and distribution of several corrective feedback types together with the frequency and distribution of different types of learner uptake following each feedback type (see Stud. Second Language Acquisit. 19 (1997) 37) are discussed. The question then is which strategy is to be preferred in terms of noticing the feedback.
LLT Journal: A Journal on Language and Language Teaching
Corrective feedback has been one of the controversial topics in second language acquisition, L2 learning, and teaching. Corrective feedback could be in written or oral forms. Much has been written and published on this debatable topic. The purpose of the current study is to review the most cited published articles from 1990 to 2022. Reviewing research on CF has several benefits. First, researchers who are interested in investigating CF gain access to a synthesized and chronological review of the topic, and it provides insights to conduct future research on CF from different perspectives and theories. Secondly, L2 teachers can gain a clear understanding of CF, and learn about different methods and strategies for providing it to their learners alongside the results and conclusions from the previous studies. Finally, it is a ready-made review for those who cannot obtain the available studies on CF, and they have the access to refer to the previous studies once they conduct further rese...
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.
THE ROLE OF CLASSROOM INTERACTIONAL FEEDBACK IN FACILITATING SECOND LANGUAGE ACQUISITION
The role played by Classroom Interactional Feedback (CIF) in second language acquisition has been the focus of concern to teachers and researchers in the last decade. Research, on the subject of CIF has grown steadily, investigating the effects of different CIF types and their relationship with the immediate acquisition of language. However, existing research results are inconsistent: little research has focussed on how CIF affects long-term learning: furthermore, no research refers to CIF observed in Sri Lankan language contexts. This study investigated the types and frequency of CIF and their relationship with learners’ acquisition of language: it investigated the facilitative role of CIF for learners’ short-term learning and long-term learning. In this action research, English as a Second Language classroom was closely observed while its learners were exposed to classroom interaction: it followed on six, 23-24 year old female university undergraduates (Sri Lankan) over a period of 15 weeks. In order to collect data, a twofold design was employed: a pretest-posttests design and observing classroom sessions. The test paper focused on grammar and incorporated 3 different test techniques. After completing 15 hours of teaching sessions, two posttests were held in the 9th week and in the 15th week respectively. All the classroom sessions were audio and video recorded and the researcher also observed the sessions. The findings, thus, are based on the different CIF types transcribed verbatim and the scores of the three language tests. The findings of classroom observation revealed that there is a positive correlation between CIF and the immediate acquisition of language although the degree of success varies: the degree of success differs according to the type of CIF but not according to the frequency of CIF. Frequency distribution of CIF types indicated that the CIF techniques, which prompt learners’ self-repair, are preferred to reformulative CIF techniques. When learners were given opportunities to reformulate or modify their non-target-like utterances by themselves without implicit or explicit model, the results indicated a high rate of language acquisition. CIF types such as elicitations, confirmation checks and clarification requests which push learners strongly to modify their language output indicated significant positive results than the CIF types which did not involve active participation from learners. Statistical tests on test scores also showed that there is a positive relationship between the modified language output and CIF for the acquisition of language, even for long-term learning. The overall results indicated a high language gain due to CIF. The results are discussed particularly in relation to the hypotheses (Swain, 1995 and Long, 1996) which claim that implicit feedback which can be obtained through negotiated interaction facilitates second language learning. The research implies the significance of CIF types and concludes by creating clines of CIFs to be promoted in SLA contexts, particularly in the Sri Lankan L2 teaching context at University level.
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...
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.