Thematische Bibliographien / Oral peer corrective feedback

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Auswahl der wissenschaftlichen Literatur zum Thema „Oral peer corrective feedback“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Oral peer corrective feedback"

Amjad, Hina, Rabiah Mohyuddin, and Ayesha Sultan. "Understanding Undergraduate Students’ Perceptions of Feedback: Implications for Practice." Journal of Social & Organizational Matters 4, no. 1 (2025): 541–51. https://doi.org/10.56976/jsom.v4i1.257.

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The objective of this study is to examine how undergraduate students perceive different types of feedback, such as oral, written, peer, corrective, and timely feedback. The study used a questionnaire with 345 students from three government universities in Multan. Data were analyzed using SPSS. Results indicated that oral, peer, and corrective feedback were more effective than written feedback. This study employed descriptive statistics (mean, variance, standard deviation) and inferential statistics (Chi-square, ANOVA, correlation). The Chi-square test results showed an association between gend

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Sa'adah, Lailatus, Joko Nurkamto, and Suparno Suparno. "Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate." Studies in English Language and Education 5, no. 2 (2018): 240–52. http://dx.doi.org/10.24815/siele.v5i2.11532.

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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

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Sa'adah, Lailatus. "Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate." JSSH (Jurnal Sains Sosial dan Humaniora) 2, no. 2 (2019): 251. http://dx.doi.org/10.30595/jssh.v2i2.2953.

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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 s

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Bryfonski, Lara, and Cristina Sanz. "Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach." Annual Review of Applied Linguistics 38 (September 2018): 1–32. http://dx.doi.org/10.1017/s0267190518000016.

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ABSTRACTThe provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N= 19) recorded group conversations with native speakers (N= 10) at

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Lyster, Roy, Kazuya Saito, and Masatoshi Sato. "Oral corrective feedback in second language classrooms." Language Teaching 46, no. 1 (2012): 1–40. http://dx.doi.org/10.1017/s0261444812000365.

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This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate t

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Yakışık, Burçak Yılmaz. "EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences?" IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 1 (2021): 103. http://dx.doi.org/10.21093/ijeltal.v6i1.889.

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Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than

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Sippel, Lieselotte, and Carrie N. Jackson. "Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom." Foreign Language Annals 48, no. 4 (2015): 688–705. http://dx.doi.org/10.1111/flan.12164.

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Duklim, Bunyarat. "Students’ Preferences Regarding the Techniques of Oral Corrective Feedback in a Tertiary Institution." International Journal of Learning, Teaching and Educational Research 22, no. 1 (2023): 393–405. http://dx.doi.org/10.26803/ijlter.22.1.22.

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Oral corrective feedback (OCF) is an important topic for English as a second/foreign language (ESL/EFL) teachers involved in foreign language acquisition. Several studies have been conducted on OCF in learning and teaching English. Although there are extensive published studies on OCF in Thailand, to the best of my knowledge, little research has been conducted on the sources of OCF in tertiary institutions in southern Thailand. The current study bridges this research gap by investigating students’ preferences regarding the sources of error of OCF at a Thai university in the southern province o

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Fitriana, Rinda. "Students' Attitude toward Correction." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (2017): 177. http://dx.doi.org/10.24903/sj.v2i2.107.

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Students’ attitudes influence their decision to whether or not accept the teachers’ feedback. Therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachers’ correction on their oral production. From both instruments, it is found that the students preferred the teachers as the correctors, although, they did not mind for peer correction. They also expected the teachers to give correction at every time they did error and for all ty

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Havranek, Gertraud, and Hermann Cesnik. "Factors affecting the success of corrective feedback." EUROSLA Yearbook 1 (January 1, 2001): 99–122. http://dx.doi.org/10.1075/eurosla.1.10hav.

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The findings from a comprehensive study on oral corrective feedback show that the success of such feedback as measured in a subsequent test is affected by its format, the type of error corrected, and certain learner characteristics. The most successful format of correction, both for the learners receiving the feedback and for their peers, is feedback successfully eliciting self-correction in practice situations. Among the least successful formats for both groups are recasts without further comments or repetition by the corrected learner. The type of error corrected most successfully differs fo

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Dissertationen zum Thema "Oral peer corrective feedback"

Pineda, Hoyos Jorge Eduardo. "Oral language accuracy, corrective feedback and learner uptake in an online EFL course." Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/668851.

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Les eines tecnològiques han ampliat el ventall de possibilitats en l'ensenyament i l'aprenentatge de llengües i han generat moltes preguntes en professors i investigadors: quina és la millor manera d'integrar la tecnologia? Quins efectes té la tecnologia en l'aprenentatge? Quin és el paper de la correcció d'errors en ambients totalment virtuals? Aquesta investigació busca identificar els errors més comuns, les estratègies de correcció més freqüents i les reaccions dels alumnes a les correccions dels professors en ambients sincrònics. Aquest és un estudi de cas qualitatiu que fa servir mètodes

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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

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Knutsson, Malin, and Sandra Köster. "Oral Corrective Feedback in Swedish Primary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.

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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish

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Westerberg, Josefine. "Corrective Feedback in Oral EFL Learning Environments : A Study on Swedish Teachers’ Awareness of Corrective Feedback Strategies and Effects." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35511.

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The purpose of this study was to investigate four Swedish upper secondary teachers' reasoning about their own corrective feedback strategies in oral EFL learning environments, and how their reasoning correlated to previous research in the subject.The research was carried out by using the qualitative method of interviewing aselection of teachers. Four teachers of English as a foreign language from one Swedish upper secondary school participated in semi-structured pair-interviews.The study found that the participating teachers’ perceptions and use of corrective feedback corresponds to a large ex

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Lee, Eun Jeong. "THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.

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Abukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.

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Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.

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This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investi

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Qiao, Zhengwei. "Oral corrective feedback and the acquisition of Chinese rule-based verb constructions." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1730.

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Research has focused on how the effects of different types of feedback vary as a function of the complexity of the linguistic targets and on the learning of inflectional features. However, few studies have investigated the learning of rule-based verb constructions. Grounded in the interactionist approach and usage-based theory, this study investigated the effects of corrective feedback on the acquisition of rule-based verb constructions among English-speaking learners of Chinese. Specifically, this study examined the effects of input-providing feedback and output-prompting feedback on the lear

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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Bücher zum Thema "Oral peer corrective feedback"

Roothooft, Hanne. Oral corrective feedback in theory and practice. EDICIONES UNIVERSIDAD DE NAVARRA, S.A., 2020.

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Kartchava, Eva. Noticing Oral Corrective Feedback in the Second Language Classroom. The Rowman & Littlefield Publishing Group, 2019. https://doi.org/10.5040/9781978725690.

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Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence contributes to the accumulated knowledge regarding the noticeability of corrective feedback (corrective responses to learner ill-formed productions) in the field of second language teaching and learning. The book provides a comprehensive overview of research into the role of noticing of form, details several original studies on the phenomenon, and outlines language teaching plans and strategies to augment noticing of errors in the language classroom. This volume will appeal to researchers and graduate s

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Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence. Rowman & Littlefield Publishers, Incorporated, 2019.

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Kartchava, Eva. Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence. Lexington Books/Fortress Academic, 2022.

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Buchteile zum Thema "Oral peer corrective feedback"

Nguyen, Huong Thi. "Oral corrective feedback." In Research Ethics in Second Language Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.

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Li, Shaofeng. "Oral Corrective Feedback." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_63.

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Sheen, Younghee. "Oral Corrective Feedback Research." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_4.

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Sheen, Younghee. "Comparing Oral and Written Corrective Feedback." In Corrective Feedback, Individual Differences and Second Language Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_6.

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Saeli, Hooman, Payam Rahmati, and Mohammadreza Dalman. "Oral Corrective Feedback: Perceptions of Iranian Learners." In Springer Handbooks in Languages and Linguistics. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-3800-1_3.

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Yilmaz, Yucel, Senyung Lee, and Yilmaz Köylü. "Chapter 7. Isolated and combined effects of models and corrective feedback in the acquisition of the Turkish locative morpheme." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lald.69.07yil.

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This study investigated the relative effects of models, corrective feedback, and a mixed treatment including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants performed one input-based and one output-based task with a native Turkish speaker and received treatment according to their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture description test once immediately after the

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Loza, Sergio. "Oral Corrective Feedback in the Spanish Heritage Language Context." In Heritage Language Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9781003148227-9.

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Pawlak, Mirosław. "Investigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes." In Awareness in Action. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_5.

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Gao, Xiaoping. "Oral corrective feedback on Mandarin pronunciation in live online classes." In Frontiers of L2 Chinese Language Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-6.

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van Ginkel, Stan, and Bo Sichterman. "Constructing Computer-Mediated Feedback in Virtual Reality for Improving Peer Learning: A Synthesis of the Literature in Presentation Research." In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_7.

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AbstractWhile feedback is frequently emphasized as a crucial principle of presentation courses in higher education, previous studies revealed that teachers outperform peers in terms of impact on students’ development of oral presentation competence. Further, presentation research showed that the lack of quality of peer feedback can be considered as an essential argumentation for the identified differences in effect. Follow-up field experiments demonstrated that Virtual Reality (VR) can be considered as a valuable alternative feedback source for developing public speaking skills, since this tec

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Konferenzberichte zum Thema "Oral peer corrective feedback"

Zavadilová, Eva. "Přesvědčení učitelů o ústně poskytované korektivní zpětné vazbě a její využití ve výuce angličtiny jako cizího jazyka: přehledová studie." In Výzkum v didaktice cizích jazyků. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-6.

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This literature review aims to explore the concepts and results of recent research on oral corrective feedback (OCF). Based on six selected studies conducted within the last decade, the review discusses the classification of OCF, the conception of teacher beliefs, and the results of comparing teacher beliefs and their in-class practices. The literature review also examines the limitations of research methods and determines a direction for future research in this area.

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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking p

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Fathimah, Nida Mujahidah. "Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.029.

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Flora, Siti Farhana, Khairun Nisa, and Retanisa Mentari. "The Proportion of Peer Corrective Feedback (PCF) on Writing Aspects." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3453835.

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Ferreira, Daniel. "Written Corrective Feedback and Peer Review in the BYOD Classroom." In EUROCALL 2013. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000143.

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Mufidah, Zahratul maujudatul. "The Impact of Oral Corrective Feedback On the Level of Language Anxiety." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.48.

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Priyantin, Tina, Nenden Sri Lengkanawati, and Didi Suherdi. "Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.092.

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Aini, Raisah, and Jufrizal. "EFL Teachers’ Beliefs About Oral Corrective Feedback on Students’ Speaking Performance at SMA N 1 Padang." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.016.

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Kataoka, Yuka, Achmad Husni Thamrin, Jun Murai, and Kotaro Kataoka. "Employing Automatic Speech Recognition for Quantitative Oral Corrective Feedback in Japanese Second or Foreign Language Education." In ICETC 2019: 2019 11th International Conference on Education Technology and Computers. ACM, 2019. http://dx.doi.org/10.1145/3369255.3369285.

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"Overlap and Repair of Turn-Taking System during Collaborative Oral Peer Feedback in an EFL Writing Course." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v27.

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