Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback

2017 ◽  
pp. 202-223 ◽  
Author(s):  
Avizia Yim Long
Keyword(s):  
Research Training ◽  
Corrective Feedback ◽  
Oral Corrective Feedback ◽  
The Relationship

Effects of oral corrective feedback on the development of complex morphosyntax

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Corrective Feedback ◽  
Complex Form ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Test Design ◽  
Feedback Group ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Feedback Frequency ◽  
The Relationship

This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

scholarly journals Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate

2019 ◽  
Vol 2 (2) ◽  
pp. 251
Author(s):  
Lailatus Sa'adah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Learners ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Tenth Grade ◽  
Oral Corrective Feedback ◽  
Semantic Errors ◽  
The Relationship

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 senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.

scholarly journals Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate

2018 ◽  
Vol 5 (2) ◽  
pp. 240-252
Author(s):  
Lailatus Sa'adah ◽  
Joko Nurkamto ◽  
Suparno Suparno
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Willingness To Communicate ◽  
School Students ◽  
Oral Corrective Feedback ◽  
Clarification Request ◽  
The Relationship ◽  
Senior High School Students

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class.It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.  

scholarly journals Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuan Van Ha ◽  
Loc Tan Nguyen
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Public High Schools ◽  
Learning And Teaching ◽  
Learner Beliefs ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
Communicative Success ◽  
The Relationship

Recent decades have witnessed extensive research focusing on oral corrective feedback (CF), a key aspect of English as a second/foreign language (ESL/EFL) learning and teaching, but relatively little research has examined the relationship between learner and teacher beliefs about CF. The study reported in this article investigated the relationship between teacher and learner beliefs regarding the optimal targets and sources of CF in Vietnamese secondary EFL contexts. Data which were collected at four Vietnamese public high schools included questionnaires completed by 250 students, interviews with 15 of them, and interviews with 24 teachers. The findings showed that the students were happy to receive CF to all types of errors, including less important errors such as those not influencing their communicative success. The teachers were generally more selective in their choices of error types, but they sometimes faced some tensions between their overall teaching objective and the students' practical needs to learn the material that would be tested in subsequent exams. Regarding CF sources, the students preferred teacher correction to self-correction or peer correction although they believed that self-correction was effective for their learning and wished their teachers would provide them with training on how to conduct peer correction and self-correction. The teachers also thought that it was part of their role to be the main CF providers to ensure the accuracy of classroom feedback. Some teachers were skeptical about their students' ability to provide peer CF. Pedagogical implications are discussed.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

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