“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia

2017 ◽  
Vol 8 (6) ◽  
pp. 1032
Author(s):  
Xinxin Li ◽  
Hui Huang
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Corrective Feedback ◽  
European Languages ◽  
Language Classroom ◽  
Grammatical Errors ◽  
Chinese Teacher ◽  
Chinese Teaching ◽  
Overall Effectiveness

Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Motivational Dynamics in Language Advising Sessions: A Case Study

2019 ◽  
pp. 5-20
Author(s):  
Eduardo Castro
Keyword(s):  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Task Complexity ◽  
Longitudinal Case Study ◽  
Learning Context ◽  
Sense Of Competence ◽  
Depth Interview ◽  
Language Classroom ◽  
Situated Perspective

Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

Intersecting scapes and new millennium identities in language learning

2014 ◽  
Vol 48 (3) ◽  
pp. 373-389 ◽  
Author(s):  
Christina Higgins
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Identity Formation ◽  
Identity Construction ◽  
Language Learners ◽  
Hip Hop ◽  
Urban Residents ◽  
Language Classroom ◽  
Working Class Students ◽  
University Level

This paper examines how flows of people, media, money, technology, and ideologies move through the world, with attention to how these scapes (Appadurai 1990, 1996, 2013) shape identity construction among language learners, both in and out of classrooms. After illustrating intersecting scapes in sociolinguistic terms, I explore the relevance of these ideas to identity formation among language learners, using three case studies. First, I examine the mediascape of hip hop in the ideoscape of education in Hong Kong, where an ELT Rap curriculum was designed for working class students in a low-banded secondary school. Next, I discuss how the confluence of transnationals and cosmopolitan urban residents in Tanzania provides a range of identity options for learners of Swahili that challenge nation-state-based associations of language. Finally, I consider how learners’ engagement in anime and manga from the mediascape is taken up in an introductory university-level Japanese language classroom in Hawai’i. These examples demonstrate how individuals are increasingly learning and using additional languages in the contexts of cultural mélange and new identity zones.

scholarly journals THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Dyah Fitri Mulati ◽  
Joko Nurkamto ◽  
Nur Arifah Drajati
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Practical Experience ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Writing Strategy ◽  
Specific Teaching

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

scholarly journals Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 202
Author(s):  
Magdalini Liontou
Keyword(s):  
Language Learning ◽  
English For Specific Purposes ◽  
Self Report ◽  
Future Aspirations ◽  
Chinese University ◽  
Conceptions Of Assessment ◽  
Starting Point ◽  
Language Classroom

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

A case study of one teacher’s introduction to task-based language teaching

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ariatna ◽  
Rod Ellis
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teacher Educators ◽  
Research Study ◽  
Language Teaching ◽  
School Teacher ◽  
Practitioner Research ◽  
Reflective Journal

Abstract This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.

Considerations for Future Technology Development Based on EFL Teachers' Integration of Technology

2020 ◽  
pp. 239-260
Author(s):  
Tim Kochem ◽  
Ananda Astrini Muhammad ◽  
Yasin Karatay ◽  
Haeyun Jin ◽  
Volker Hegelheimer
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Technology Development ◽  
Comparative Case Study ◽  
Future Technology ◽  
Integration Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Effective Integration

Technology-enhance language learning (TELL) continues to grow in use within language classrooms. However, a number of hurdles still remain when it comes to the effective integration of technology for skill-specific language learning, such as a lack of training and an overabundance of tools to choose from. This chapter identifies and describes three major hurdles that still plague effective TELL practices. Authors describe 2 current efforts to overcome these hurdles: a Global Online Course (GOC) on effective educational technology integration, and a year-long comparative case study on the GOC that explores the trainees' perceptions of educational technology. The chapter presents potential avenues for overcoming the above hurdles based on insights gained from four teachers of the GOC, as well as the trainees' perceptions and integration of educational technology in the language classroom.

scholarly journals Promoting informal learning by integrating smartphones into the language classroom

2021 ◽  
pp. 232-237
Author(s):  
Martin Mullen
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Significant Role ◽  
Learning Resources ◽  
Learning Practices ◽  
Language Classroom ◽  
Traditional Language ◽  
Learner Perceptions

Although smartphones have become normalised in people’s everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners’ existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what ‘actual, proper study’ entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices.

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