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 17. Februar 2022

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Zeitschriftenartikel zum Thema "Oral peer corrective feedback"

Sa'adah, Lailatus, Joko Nurkamto und Suparno Suparno. „Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate“. Studies in English Language and Education 5, Nr. 2 (03.09.2018): 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 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.

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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, Nr. 2 (08.03.2019): 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 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.

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Lyster, Roy, Kazuya Saito und Masatoshi Sato. „Oral corrective feedback in second language classrooms“. Language Teaching 46, Nr. 1 (28.11.2012): 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 the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

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Bryfonski, Lara, und 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 the beginning, middle, and end of a 6-week stay in Barcelona, Spain. Results indicate a significant decrease in the provision of corrective feedback by both native speakers and peer learners over the course of the program. Qualitative analyses revealed that both learners and natives alike engage in negotiations for meaning throughout the program, which for learners resulted in successful recall on tailor-made quizzes. The use of the first language by both the study abroad students and the native speakers promoted these opportunities in some instances. Results are discussed in terms of their contribution to the study abroad literature as well as to research into the effects of feedback on second language development.

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Sippel, Lieselotte, und Carrie N. Jackson. „Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom“. Foreign Language Annals 48, Nr. 4 (24.11.2015): 688–705. http://dx.doi.org/10.1111/flan.12164.

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Fitriana, Rinda. „Students' Attitude toward Correction“. Script Journal: Journal of Linguistic and English Teaching 2, Nr. 2 (08.10.2017): 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 types of errors. Additionally, students agreed that teachers’ personality and their way of teaching influenced their willingness to accept the corrective feedback.

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Havranek, Gertraud, und Hermann Cesnik. „Factors affecting the success of corrective feedback“. EUROSLA Yearbook 1 (01.01.2001): 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 for the two groups. Those corrected learn most from the correction of their grammatical errors and least from correction of pronunciation errors. Peers score best on pronunciation items and gain least from correction of lexical errors. Of the learner characteristics taken into consideration, verbal intelligence, relative proficiency (within levels at school or university), and the learners’ attitude towards correction proved to be most influential.

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Freschi, Ana, und Suzi Cavalari. „Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning“. TESL Canada Journal 37, Nr. 2 (02.12.2020): 154–80. http://dx.doi.org/10.18806/tesl.v37i2.1335.

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Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed. Teletandem (Telles, 2009) est un modèle de télécollaboration par lequel des paires d’étudiants de langue étrangère originaires de différents pays se rencontrent régulièrement de façon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend à ce que les participants aident leur partenaire à apprendre en leur fournissant de la rétroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la façon dont la rétroaction est fournie. Le but de cette recherche est d’étudier la rétroaction corrective par les pairs dans Teletandem par rapport aux différents modes. En se servant d’une approche par étude de cas, nous décrivons comment trois Brésiliens ont offert de la rétroaction à des apprenants de portugais langue étrangère. Les données utilisées venaient de 20 sessions orales de Teletandem qui s’étaient déroulées sur une période de trois ans et ont été stockées sur MulTeC (Aranha & Lopes, 2019). L’analyse des données a révélé que la fourniture de rétroaction corrective se caractérise par des reformulations, qui ne distinguent pas très bien entre des refontes et des corrections explicites, ce qui est dû à une combinaison de stratégies multimodales. Les résultats indiquent également que la correction des erreurs peut être plus ou moins soulignée selon la façon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pédagogiques.

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Parga Herrera, Fernando. „Cooperative Structures of Interaction in a Public School EFL Classroom in Bogotá“. Colombian Applied Linguistics Journal 13, Nr. 1 (07.09.2011): 20. http://dx.doi.org/10.14483/22487085.2929.

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In deprived socio cultural contexts like those characterizing the suburbs of Bogotá, cooperative learning (CL) appears as an alternativeto cope with student problems of interpersonal communication and conflict derived largely from gossiping, information distortion, and verbal aggressiveness that result in an inappropriate learning environment. As a result of implementing this action research study with 8th graders in a public school of Usme, in the south east of Bogotá, students’ original negative influence over their peers turned into positive mediation, featured by peer monitoring, peer correction, and peer feedback. Such a change, which was evident in class audio and video recordings, as well a ssuccessful CL task development, occurred thanks to the joint establishment of rules for cooperative interaction with their corresponding roles, functions, times, and spaces immersed in the implemented CL structures of interaction. This way, students raised awareness of the crucial factors involved in effective oral communication and the importance of reporting information accurately for well-informed opinions and decisions. Students’ improvement in the oral communication processes contributed significantly to a better classroom social environment for learning.

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Bourgoin, Renée, und Josée Le Bouthillier. „Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion“. Canadian Journal of Applied Linguistics 24, Nr. 2 (31.05.2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.

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Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.

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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 mixtos i l'anàlisi del discurs mitjançat per ordinador per analitzar la informació. Els resultats de la investigació mostren que els estudiants produeixen errors a velocitats similars, el professor tendeix a proveir la correcció explícita dels errors i els estudiants tendeixen a repetir les correccions del professor.
Las herramientas tecnológicas han ampliado el abanico de posibilidades en la enseñanza y el aprendizaje de lenguas y han generado muchas preguntas en profesores e investigadores: ¿cuál es la mejor manera de integrar la tecnología?, ¿qué efectos tiene la tecnología en el aprendizaje?, ¿cuál es el rol de la corrección de errores en ambientes totalmente virtuales? Esta investigación busca identificar los errores más comunes, las estrategias de corrección más frecuentes y las reacciones de los aprendices a las correcciones de los profesores en ambientes sincrónicos. Este es un estudio de caso cualitativo que usa métodos mixtos y el análisis del discurso mediado por computador para analizar la información. Los resultados de la investigación muestran que los estudiantes producen errores a velocidades similares, el profesor tiende a proveer la corrección explícita de los errores y los estudiantes tienden a repetir la corrección del profesor.
The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction.

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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, und 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 EFL teachers provide students with OCF. In addition, the intention is also to explore teachers’ and students’ perceptions of the usefulness of OCF for their skills development in English. The focus of this research study is on Swedish primary schools of grades 4-6. Two types of data-gathering methods were used in this study: interviews and observations. The results confirm that both explicit and implicit OCF was provided when observing the teachers’ approaches and strategies in classroom settings. Surprisingly, this research study reveals that recast was not favoured by the Swedish EFL teachers as they considered other types of OCF to be more beneficial to EFL classroom settings.

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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 extent with the findings of previous research, saying that teachers in various contexts prefer more implicit means of corrective feedback,but that they would adapt their strategies depending on the learner, error type, and the focus of the lesson. The result also suggested that although the teachersreportedly make conscious choices when selecting a corrective feedback strategy, they sometimes have to choose between using a strategy that promotes learning orusing a strategy that will cause the least amount of inconvenience for the learner.The conclusion was made that the teachers of the study are aware of their own corrective feedback strategies to some extent, which also corresponds with the results of previous research, but that their awareness is not always sufficient, and their strategies might not be as effective as the teachers think.

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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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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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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 investigated. Second, the learners' perceptions (referred to in this dissertation as learner perceptions) of the intervention relative to classroom dynamics were examined to ensure its ecological validity. Third, the construct of the target of instruction (i.e., interactional oral fluency) was scrutinized so as to ensure the validity of the testing used for measuring L2 development. This exploration was informed by theoretical and methodological frameworks from Language Testing (LT) research. Four university-level required English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer interaction activities and a fourth served as the control group. The three experimental classes were given (a) a peer-interaction awareness activity and (b) fluency-focused paired activities over one academic semester. In addition to the pre- and post-tests that examined accuracy and fluency development, all participants completed questionnaires designed to elicit their perceptions before and after the intervention. Selected learners were interviewed at the end of the semester as well. In order to explore the construct of interactional oral fluency and the validity of the measurements, speech samples were rated by human raters based on empirically-based rating scales developed specifically for this study. The results revealed that, after one semester, participants used a greater number of interactional moves hypothesized to be conducive to L2 development. Also, the two CF groups improved overall accuracy as well as fluency measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. It is argued that while peer interaction offered opportunities for repeated practice facilitating proceduralization, CF refined learners' ability to monitor both their own output and that of their interlocutors. The questionnaire and interview data showed that participants' perceptions changed over time in certain respects. Specifically, they believed in the effectiveness of peer interaction and peer CF from the onset and, thus, no significant change was observed with their belief pertaining to the effectiveness of the intervention. However, their feelings towards peer interaction showed positive change over time. Also, those who were taught how to provide CF to their classmates became more confident in providing CF. Finally, the correlation and regression analyses of the results of the speech rates, grammatical accuracy, and rated scores both in individual and interactional contexts showed that (a) the empirically-based rating scales were reliable, with the interactional samples yielding a weaker agreement rate; (b) the individual rated scores were not significantly correlated with those of interactional performance but highly correlated with unpruned speech rates; and (c) among the four fluency measures only the pruned speech rates were a significant predictor of the grammatical accuracy scores.
Cette étude quasi-expérimentale a intégré un volet d'enseignement en classe d'une langue seconde (L2) dans lequel les apprenants ont appris (a) à interagir les uns avec les autres et (b) à fournir une rétroaction corrective (RC) les uns aux autres. Cette intervention a été examinée selon trois approches. Premièrement, dans une perspective psycholinguistique, l'effet de l'intervention sur les patrons interactionnels des apprenants et ses effets sur leur développement en L2 ont été étudiés. Deuxièmement, les perceptions des apprenants sur l'intervention relative aux dynamiques de salle de classe ont été examinées. Troisièmement, la construction de l'objet d'enseignement (c'est-à-dire, la fluidité dans les interactions à l'oral) a été étudiée afin d'assurer la validité du test utilisé pour mesurer le développement de la compétence en L2. Quatre classes japonaises de mise à niveau en anglais à l'université ont participé (N = 167). Chaque classe s'est vue attribuée une des quatre conditions de traitements. Des deux groupes de RC, l'un a appris à fournir des incitations et l'autre à fournir des reformulations. Le troisième groupe a seulement participé aux activités d'interaction entre pairs et le quatrième a servi de groupe témoin. Les trois classes expérimentales ont reçu (a) une activité de prise de conscience sur les interactions entre pairs et (b) des activités en groupe de deux basées sur la fluidité à l'oral tout au long d'un semestre universitaire. En plus des pré- et des post-tests qui ont examiné le développement en termes de précision et d'aisance à l'oral des participants, ces derniers ont rempli des questionnaires établissant leurs perceptions avant et après l'intervention. De plus, des apprenants ont été choisis pour être interviewés à la fin du semestre. Afin d'explorer la construction de l'aisance des interactions à l'oral et de valider les mesures utilisées, les enregistrements ont été évalués par des examinateurs humains. Les résultats ont révélé que, après un semestre, les participants ont utilisé un plus grand nombre d'interactions supposées contribuer au développement de l'acquisition de la L2. De plus, les deux groupes RC ont amélioré leur précision et leur aisance, évaluées par des mesures de taux de discours non élagués et élagués, tandis que le groupe d'interaction entre pairs a réalisé de meilleurs résultats que le groupe témoin uniquement sur les mesures d'aisance. Il a été supposé qu'alors que les interactions entre pairs offrent des occasions pour l'entrainement répété facilitant la mise en place des procédures requises, la rétroaction corrective a permis d'affiner la capacité des apprenants à contrôler leur propre production ainsi que celle de leurs interlocuteurs. Le questionnaire et les données enregistrées des interviews ont montré que les perceptions des participants ont évolué au fil du temps dans une certaine mesure. Plus particulièrement, les participants ont, dès le début, cru en l'efficacité des interactions et de la RC entre pairs. Cependant, leurs sentiments envers les interactions entre pairs ont évolué positivement à travers le temps. De même, ceux qui ont appris à fournir une RC à leurs camarades de classe sont devenus plus confiants dans cette tâche. Enfin, les analyses de corrélation et de régression des résultats des taux de discours, de l'exactitude grammaticale et des scores réalisés aussi bien en contexte individuel qu'interactionnel indiquent que (a) les échelles d'évaluation était fiables; (b) les scores individuels n'étaient pas significativement corrélés avec ceux des performances interactionnelles, mais fortement corrélés avec ceux des taux de discours non élagués; (c) parmi les quatre mesures d'aisance, seule la mesure taux de discours élagués s'est révélé être un facteur significativement prédictif des résultats d'exactitude grammaticale.

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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 learning of two verb constructions. Data were drawn from 18 learners of Chinese from second-year Chinese classes in an American university. The participants were divided into two groups and took a pretest, treatment, and two posttests. Learners also filled out a questionnaire about their perception and preference of feedback types. Contrary to previous research, results indicated that both recasts and metalinguistic clues had positive effects on learners' learning of the target constructions. Moreover, learners of different proficiency preferred different types of feedback. The study results provided a categorization of verb constructions into four classes based on the rules that govern their formations and constraints that work on the constructions and identified stages learners moved through when learning verb constructions. The researcher proposed an instructional model of rule-based verb constructions. The model will help instructors recognize the stage the learners' are in and provide insight into how to help learners move to a higher stage by providing instruction, corrective feedback, and practice activities.

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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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Buchteile zum Thema "Oral peer corrective feedback"

Nguyen, Huong Thi. „Oral corrective feedback“. In Research Ethics in Second Language Education, 28–44. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.

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Sheen, Younghee. „Oral Corrective Feedback Research“. In Corrective Feedback, Individual Differences and Second Language Learning, 53–89. Dordrecht: 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, 113–27. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_6.

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Pawlak, Mirosław. „Investigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes“. In Awareness in Action, 69–84. Cham: 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, 90–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-6.

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Zouaidi, Cirine, und Tarek Hermessi. „The Role of Intrinsic Motivation and Oral Corrective Feedback in the EFL Classroom“. In English Language Teaching Research in the Middle East and North Africa, 431–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_20.

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Sánchez Centeno, Adelina, und María Celina Barbeito. „Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs“. In Second Language Learning and Teaching, 207–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75726-7_10.

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Al Jahromi, Diana. „Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?“ In Changing Language Assessment, 95–131. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42269-1_5.

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Long, Avizia Yim. „Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback“. In Expanding Individual Difference Research in the Interaction Approach, 202–23. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.09lon.

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Sato, Masatoshi. „Oral peer corrective feedback“. In Corrective Feedback in Second Language Teaching and Learning, 19–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315621432-3.

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Konferenzberichte zum Thema "Oral peer corrective feedback"

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

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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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Flora, Siti Farhana, Khairun Nisa und 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. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453835.

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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). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.48.

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

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Aini, Raisah, und 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). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.016.

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Kataoka, Yuka, Achmad Husni Thamrin, Jun Murai und 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. New York, NY, USA: 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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Cohen Zilka, Gila. „The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers“. In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.

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Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.

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