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1
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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Mahdi, Diana, und Noha Saadany. „Oral Feedback in the EFL classroom“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.
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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga.Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.
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Ferm, Lange Camilla. „Corrective Feedback During Communicative Activities : A study of recasts as a feedback method to correct spoken English“. Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4562.
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The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities. Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom. I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.
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Fungula, Bob. „Oral Corrective Feedback in the Chinese EFL Classroom : Methods employed by teachers to give feedback to their students“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31151.
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This is an empirical study based on English as a foreign language (EFL) teachers' experiences. The study is on Chinese EFL teachers’ usage of different oral corrective feedback (OCF) types as well as their own beliefs as to what strategies they make use of most frequently and what they do to improve their own OCF. Semi-structured interviews and non-participant observations were employed as instruments for the data collecting process. Four Chinese EFL teachers were interviewed, one male and three female, with varied amounts of professional experience and of different ages. Four observations were made in the classrooms of the same teachers as a supplement to the interviews. The interviews were analyzed by means of content analysis. The results indicate that Recast is the most commonly used feedback method and that the teachers had different thoughts on which feedback method was the most effective or the one they most frequently used. Furthermore, the results indicate that there are differences between teachers’ beliefs about their feedback strategies and the observation results.Detta är en empirisk studie som bygger på intervjuer med och observationer av kinesiska lärare i engelska som främmande språk (EFS). Målet med studien var att få en uppfattning om kinesiska EFS-lärares användning av olika muntliga korrigerande feedbackmetoder (MKF) samt deras egna föreställningar om vilka strategier som de använder oftast och vad de strävar efter att förbättra i sina egna sätt att ge MKF. Semistrukturerade intervjuer och ickedeltagande observation användes som instrument under datainsamlingsprocessen. Fyra kinesiska EFS-lärare intervjuades, en manlig och tre kvinnliga lärare med varierande längd av yrkeserfarenhet och i olika åldrar. Fyra observationer gjordes även på samma lärares lektioner som ett komplement till intervjuerna. Intervjuerna analyserades utifrån metoder för innehållsanalys. Resultaten indikerar att omformulering är den mest använda feedbackmetoden och att lärarna hade delade åsikter om vilken feedbackmetod som är mest effektiv eller den som de själva använde mest. Vidare tyder resultaten på att det finns skillnader mellan lärarnas föreställningar om sina feedbackstrategier och observationsresultaten.
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Takoff, Danielle. „Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy“. Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39109.
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This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.
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McLeod, Kristen. „Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction“. Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.
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Hadzic, Sanja. „Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden“. Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55719.
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When teaching English as a foreign language (EFL), teachers use feedback in order to help students to improve their English skills. They can use both oral and written feedback to encourage students to make progress. Oral and written feedback play a significant role in second language acquisition, and this study could raise teachers' awareness of the different feedback strategies that can be employed in EFL classrooms. This could benefit their teaching performance and students’ learning. This study aims to examine the different types of oral and written feedback used in the EFL classroom, as well as teachers’ own perceptions of feedback. The approach used to conduct this study was both quantitative and qualitative. Three types of data material were collected in a secondary school (grades 7-9) for the analysis: three secondary school teachers were interviewed; their English lessons were observed; and their feedback on student essays was collected. The material collected was used in the analysis, which indicated that the teachers used different types of feedback. The most frequent oral feedback types used were recast, elicitation, and praise. However, the teachers employed different strategies regarding to how they provide this feedback. Two of the teachers provided feedback in the traditional way by using corrective types of feedback frequently, while one teacher chose not to correct students too often and instead encouraged them by giving them praise. The evaluation of different feedback types performed in this study suggests that recast as an implicit feedback type provided orally could be more effective in a communicative classroom setting, as it does not interrupt the communicative flow. In writing, on the other hand, explicit feedback combined with face-to-face sessions could lead to better results. It would be interesting to investigate in further research the effects of different oral and written feedback types.
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Czaholi, Attila. „The effectiveness of oral corrective feedback in experimental and quasi-experimental studies : A systematic literature review“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875.
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By exploring previous research, this systematic literature review aims to shed light on the effectiveness of oral corrective feedback practices by teachers to students on oral proficiency with the focus on recasts and prompts. This systematic literature review also intends to shed light on the effectiveness of recasts and prompts compared with each other. This study reports on the results of 13 experimental or quasi-experimental studies that measured the effectiveness of prompts and recasts on language acquisition and the effectiveness of prompts and recasts compared with each other. In those studies, outcome measures such as grammaticality judgement tasks, oral production tasks, and written production tasks were utilized. The target structures of the included studies were different morpho-syntactical and phonological structures. The accounted findings of this study show that recasts are effective at increasing students’ oral proficiency in seven of thirteen studies and not effective in six of 13 studies. The reported results also demonstrate that prompts are effective at improving students’ oral proficiency in eight of ten studies and ineffective in two of ten studies. In eight of ten studies in which the effectiveness of prompts and recasts are compared with each other, prompts are more effective than recasts. However, recasts are more effective than prompts in two of ten studies. The reported findings indicate that the effectiveness of corrective feedback in general on language acquisition is uncertain and that prompts might be effective. In addition, the accounted results suggest that the effectiveness of recasts on improving students’ oral proficiency is doubtful. Moreover, the reported findings of this study also suggest the higher degree of efficacy of prompts over recasts.
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Hunter, James Duncan. „A multi-method investigation of the effectiveness and utility of delayed corrective feedback in second-language oral production“. Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3284/.
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A major challenge in second-language pedagogy and research is that of determining linguistic competence. Spontaneous oral production gives some indication of the state of a learner’s interlanguage, but the presence of non-target-like forms in such production confounds the analysis since the teacher or researcher cannot be certain whether such forms are random or systematic. Corrective feedback (CF) in oral production, usually in the form of recasts or elicitation, can thus appear arbitrary and inconsistent. This thesis investigates the effectiveness of delayed CF, in which representative samples of learners’ non-target-like production are systematically collected and tracked. The investigation employed three methods: first, accuracy and fluency in production were measured by means of a test in which learners reformulated their own non-target-like production and that of peers; second, accuracy and reaction time were measured as learners judged the well-formedness of those same reformulations; third, the developing complexity of learner production is monitored by means of an ‘error corpus’. Results indicate that delayed CF of this kind is effective in pushing learners towards greater complexity and accuracy in both production and recognition, and constitutes an approach to the problem of determining what the individual learner knows that has theoretical validity and pedagogical relevance.
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Qutub, Hassan. „Arab EFL teachers' degree of foreign accent : peer and self perceptions of accented speech and views of pronunciation corrective feedback“. Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730889.
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Battistella, Tarsila Rubin. „Um olhar sociocultural sobre o feedback corretivo oral na sala de aula de língua estrangeira“. Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3672.
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Esta tese discute o processo de ensino-aprendizagem de inglês como LE em um contexto universitário de formação de professores, a partir da interação em torno do feedback corretivo oral e dos desdobramentos da teoria sociocultural. Como aporte teórico para esta investigação, foram utilizados os princípios da teoria sociocultural (mediação, zona de desenvolvimento proximal e dynamic assessment), juntamente com outras perspectivas, tais como o feedback corretivo e os fatores afetivos no ensino-aprendizagem de LE. Verificamos os tipos de correção oral fornecidas aos aprendizes em sala de aula e o desenvolvimento potencial dos mesmos, assim como obtivemos informações quanto às percepções e aos sentimentos dos participantes no que diz respeito a esse fenômeno. Partindo das pesquisas desenvolvidas por Aljaafreh e Lantolf (1994) e Nassaji e Swain (2000) sobre o feedback corretivo, a teoria sociocultural e a mediação negociada entre os aprendizes, é tecida uma análise de como a teoria sociocultural pode contribuir para o processo de interação em torno do feedback corretivo oral. A pesquisa foi realizada com estudantes de nível pré-intermediário a intermediário de inglês, em uma instituição privada do interior do estado do Rio Grande do Sul, durante o primeiro semestre de 2013. Além dos aprendizes, futuros professores de inglês, a professora titular da turma também participou do estudo. A pesquisa foi orientada por princípios qualitativos, de perspectiva interpretativista na escolha dos critérios para elaboração e nos procedimentos para a coleta e análise dos dados. Alguns recursos quantitativos foram incluídos à pesquisa qualitativa para auxiliar na exposição e interpretação dos dados. Os alunos e a professora participaram de quatro etapas da pesquisa: gravação em áudio e vídeo das aulas; narrativas escritas; entrevista semiestruturada oral e sessão de visionamento. A análise dos dados focou na interação em torno do feedback corretivo oral, no ponto de vista êmico e na triangulação dos dados. Durante a análise e discussão dos resultados, foi possível perceber que os erros e a correção são parte do processo de qualquer aprendizagem, no sentido de promover o ensino-aprendizagem e o crescimento dos aprendizes, por meio da interação dialógica. Além disso, os resultados revelam que a correção é significativa no sentido de promover o ensino-aprendizagem de uma LE ao ser realizada levando-se em consideração os fatores linguísticos, cognitivos e afetivos dos aprendizes. Assim, a principal contribuição do trabalho foi oportunizar uma reflexão acerca do feedback corretivo oral por parte dos participantes, corroborando que ele pode ser beneficiado pela mediação na zona de desenvolvimento proximal do aprendiz e pelo dynamic assessment, tomando por base os desdobramentos da teoria sociocultural.
This dissertation aims at discussing the foreign language (FL) learning process in a pre-service teacher education, through the interaction around the corrective feedback and the sociocultural theory concepts. The theoretical basis for this research included the sociocultural theory concepts (mediation, zone of proximal development and dynamic assessment), together with other perspectives, such as the corrective feedback and the emotions in the FL learning. The oral corrective feedback which is provided to learners in the classroom and their potential development were examined. Thus, learners’ perceptions and feelings regarding this phenomenon were observed. Grounded on studies by Aljaafreh and Lantolf (1994) and Nassaji and Swain (2000) about the corrective feedback, sociocultural theory and negotiated meditation with learners, this dissertation analyzes how the sociocultural theory can enhance the interaction around the corrective feedback. The study was conducted with pre-intermediate and intermediate level students at a private institution in the state of Rio Grande do Sul, over the course of the first semester of 2013. Besides the learners - pre-service teachers - the classroom teacher also participated in this study. The research was guided by qualitative principles, from an interpretativist view in the choice of principles and criteria for the preparation and procedures for collecting and analyzing data. Some features of quantitative research were included in the qualitative research in order to help with the exposure and data analysis. The learners and the teacher participated in four research stages: audio and video recording of classroom interaction; written narratives; oral semistructured interviews and viewing sessions. Data analysis focused on the interaction around the corrective feedback, the emic perspective and the data triangulation. During the analysis and the discussion of the results, it was possible to realize that the mistakes and the feedback are part of any learning situation, in the sense of promoting learning and also learners’ development through dialogic interaction. Besides, the results show that feedback is important in promoting FL learning, taking into account learners’ linguistic, cognitive and affective factors. Thus, the main contribution of this dissertation was to shed light on the reflection about the oral corrective feedback by the research participants, corroborating that it can be benefited for the mediation around the zone of proximal development and the dynamic assessment, in the light of sociocultural principles.
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Gorenc, Zoran Annmarie. „CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments“. [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.
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Pessôa, Aline Ribeiro. „Feedback corretivo na interação oral : uma pesquisa-ação colaborativa com duas professoras de língua inglesa“. Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7474.
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O feedback corretivo oral, em uma perspectiva sociocultural, é entendido como um elemento central para professores de línguas estrangeiras ajudarem o aprendiz a alcançar a autorregulação. Uma vez que o feedback corretivo possibilita a construção conjunta de uma zona de desenvolvimento proximal (ZDP), enfatiza-se a importância de variar os tipos de feedback oferecidos, reformuladores e elicitativos, favorecendo a estes, pois ajudam o aprendiz a assumir a responsabilidade pela correção de seus próprios erros. Este estudo objetiva contribuir para o desenvolvimento profissional de docentes de inglês como língua estrangeira e, conforme a perspectiva sociocultural, abordar e desenvolver conceitos científicos sobre o feedback corretivo oral. A investigação envolveu duas professoras de língua inglesa de uma escola pública em uma pesquisa-ação colaborativa, durante um semestre letivo. O estudo explora a pesquisa-ação colaborativa, estreitamente relacionada aos conceitos socioculturais da mediação e da ZDP, e propõe a zona de desenvolvimento proximal de docentes de língua estrangeira (ZDPD-LE), definida como a distância entre o que um professor de língua estrangeira faz em sua sala de aula e o que pode fazer quando estrategicamente mediado. A pesquisa fez uso da triangulação para a coleta e a análise dos dados, os quais foram coletados por meio de entrevistas individuais semi-estruturadas, observações em sala de aula, gravações em áudio e vídeo das aulas observadas, sessões autoscópicas e uma entrevista em grupo não estruturada. A análise dos dados foi orientada pela análise de conteúdo e pela análise da interação. Os resultados evidenciaram que, antes da pesquisa-ação colaborativa, as duas professoras utilizavam, predominantemente, feedback reformulador, especialmente recast, e eram contrárias ao fornecimento de feedback corretivo imediato. Além disso, elas ofereciam apenas alguns dos vários tipos de feedback corretivo. Os resultados do estudo revelaram que as professoras participantes internalizaram conceitos científicos e, como consequência, alteraram suas compreensões e o modo como fornecem feedback corretivo oral. Os resultados desta investigação ressaltam a importância da implementação de oportunidades, tais como as propiciadas por uma pesquisa-ação colaborativa, para professores em serviço se engajarem e refletirem sobre suas práticas de feedback corretivo oral, como forma de apoiar e promover o desenvolvimento profissional de professores de inglês como língua estrangeira.
Oral corrective feedback, from a sociocultural perspective, is understood as a pivotal element in how foreign language teachers can assist a learner to achieve self-regulation. As corrective feedback enables the joint construction of a zone of proximal development (ZPD), it is emphasized the importance of varying the types of feedback offered, reformulations and prompts, favoring the latter, as they help learners assume responsibility for correcting their own errors. This study aims at contributing to English as a foreign language teachers’ professional development and, within a sociocultural perspective, intends to approach and develop scientific concepts about oral corrective feedback. The study engaged two teachers of English as a foreign language, from a public language school, in a collaborative action research, during a school semester. The study explores collaborative action research, as closely related to the sociocultural concepts of mediation and ZPD. It thereby proposes the zone of proximal foreign language teacher development (ZPFLTD), defined as the distance between what a foreign language teacher does in his/her classroom and what he/she can do when strategically mediated. The study used a triangulation design for data collection and analysis. Data were collected by means of semi-structured individual interviews, classroom observations, audio and video recordings of the observed lessons, teacher stimulated recall interviews, and an unstructured group interview. Data analysis was informed by using content analysis and interaction analysis. The results showed that prior to the collaborative action research, both teachers predominantly used reformulations, especially recast, and were against the provision of immediate oral corrective feedback. Furthermore, they provided only some of the various feedback types. The results of the study revealed the participant teachers internalized scientific concepts, and therefore, changed their understanding and the way they furnished oral corrective feedback. The findings of this study highlight the importance of implementing opportunities, such as those propitiated by a collaborative action research, for in-service teachers engage with and reflect on their oral corrective feedback practices, as a supportive and effective way to promote the professional development of teachers of English as a foreign language.
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Thiaw, Adji R. D. „Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA075.
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A la croisée des chemins entre la didactique des langues étrangères et les sciences de l’éducation, cette thèse porte principalement sur la prise de décision située de l’enseignant face à la survenue de l’erreur à l’oral, ainsi que ses enjeux didactiques et psychoaffectifs. Elle vise à démontrer que la correction n’est pas émotionnellement neutre. Corriger ou ne pas corriger, la question s’attachera à la dimension socio-humaine de l’inter-agir maître- élève envisagé sous l’angle de la « face » goffmanienne. Entre désir pédagogique d’enrôler le public à la performance langagière et objectif didactique d’évaluer cette prestation orale, les fonctions d’animateur et d’évaluateur du praticien rivaliseront autour de fluctuations émotionnelles diverses. L’ancrage théorique de l’étude se situant dans les domaines du feedback correctif, de la cognition enseignante, de l’agir professoral et de la théorie des émotions permet d’accorder une place de choix à la particularité de l’action enseignante dans les mécanismes linguistiques de transmission/apprentissage. D’un point de vue méthodologique, une démarche phénoménologique et ethnographique d’enquête-terrain permet le repérage et l’extraction de catégories qui font sens de part et d’autre de la recherche et de la pratique. Une stratégie de verbalisation négociée via un rappel stimulé donne à l’enquêteur l’opportunité de co-construire les sens de l’expérience avec l’acteur convié à commenter ses actions, entre situation et typicalité. Les résultats montrent que deux participants sur cinq confirment la théorie damasienne d’intervention de la variable affective dans le raisonnement, tandis que trois autres rejettent son rôle dans les processus décisionnels. L’étude ouvre une perspective de recherche - en Didactique Des Langues Etrangères - visant à repenser la place des affects dans l’agir et la formation des enseignants, afin de remédier à l’erreur de Descartes à travers d’autres contextes et d’autres populationsAt the cross-roads of foreign language teacher-learner practices and teacher education, the present study seeks to address, from an emic perspective, the role of emotions in contextual decision-making when faced with a learner error. It highlights the human and social dimension of the pedagogical relationship between teachers and learners. The theoretical framework is based upon research into teacher cognition, corrective feedback, teacher practices, and emotions. A careful consideration is given to the importance of teacher actions within classroom interaction and negotiation of meaning. Learner error within the construction of knowledge is highlighted in relation to the notion of face developed by Goffman. A comprehensive-phenomenological approach mainly using transcribed classroom video footage followed by a simulated recall technique allows the researcher to negotiate with 3 practitioners the meaning lying behind their in situ actions. Another dataset - sent to the 3 teachers mentioned above and two secondary ones - is comprised of a questionnaire and a short teacher-written biography underlying their practice histories and teaching philosophies, mostly concerning error treatment. The findings indicate that teachers’ contextual decision-making in relation to corrective feedback can be emotion- free, which fails to support the Damasian theory underpinning an intervention of the affective variable into reasoning processes and decision-making. The study suggests directions for further inquiry into the field of foreign language teaching and learning throughout other contexts and other populations, in order to rectify the Cartesian error
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Danckwardt-Lillieström, Kerstin. „Muntlig formativ kamratbedömning som kommunikativ praktik : En designbaserad studie i det naturvetenskapliga klassrummet“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105686.
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In the school subject of the natural sciences it is imperative that the students are given opportunities to ”talk science”, since the dialogues that occur in the classroom have a significant importance for the students’ abilities to engage in meaning-making in their learning process. Hence, the student and teacher interaction in the classroom and the feedback given there play a significant role in the students’ learning process. The aim of this study is to contribute to the development of formative assessment tools that can mediate the students’ meaning-making in natural sciences subjects in upper-secondary school. I have designed and tested a method of oral peer-assessment that enables dialogue-interaction in the natural science-classroom where the students, under supervision of the teacher, get to use each other as learning-resources in groups. The oral formative peer-assessment has been conducted in form of a design-based study in two upper-secondary school classes where each teacher taught natural sciences. The data collected include conversations in small groups, between groups and with the teacher. Data was analysed based on different types of talk (exploratory, cumulative and disputational talk) and type and level of feedback that was given in the classroom. The results showed that the students were given different opportunities for meaning-making, where the lack of subject-knowledge, difficulties with peer-assessment and physical artefacts were seen to significantly affect the learning process. The analyses of the interaction in the classroom showed that the teachers, in both studies, gave a direct feedback, where the students got the opportunity to compare and support their results in a dialogue with each other and the teacher. This type of feedback is considered highly efficient for learning. This study shows that the oral formative peer-assessment is a tool that teachers can use, and adapt to their practices, in order to create interactions in the classroom that can increase the students’ meaning-making.I de naturvetenskapliga ämnena är det viktigt att eleverna ges förutsättningar att ”prata naturvetenskap” eftersom talet som sker i klassrummet har en mycket stor betydelse för elevernas möjligheter att skapa mening i det naturvetenskapliga lärandet. Interaktionen i klassrummet och den återkoppling som ges har därför stor betydelse för elevernas inlärning. Med syfte att bidra till utveckling av redskap för formativ bedömning som kan mediera elevernas meningsskapande i naturvetenskaplig undervisning på gymnasiet, har jag designat och testat en metod som möjliggör dialogisk interaktion i det naturvetenskapliga klassrummet där eleverna under ledning av läraren gruppvis får använda varandra som läroresurser i en muntlig kamratbedömningsövning. Den muntliga formativa kamratbedömningen har genomförts i form av en designbaserad studie i två gymnasieklasser där ämnesområden i naturkunskap behandlades av lärarna. Datainsamlingen inkluderar samtal som har förts inom grupper, mellan grupper och med läraren. Data analyserades utifrån olika typer av samtal (exploratory, cumulative och disputational talk) och typ samt nivå på den återkoppling som gavs i klassrummet. Elevsamtalen inom grupperna visade att delaktigheten var stor men att typen av kommunikation gav eleverna olika förutsättningar till meningsskapande där bristen på ämneskunskaper, ovana vid kamratbedömning och fysiska artefakter kan anses vara av stor betydelse för läroprocessen. Analysen av interaktionen i klassrummet visade att läraren i de båda studierna använde direkt återkoppling som gav eleverna möjlighet att jämföra och motivera sina resultat i en dialog med varandra och läraren, vilken anses vara en typ av återkoppling som är mycket effektfull för inlärningen. Studien visar att den muntliga formativa kamratbedömningsövningen i sin ursprungliga form är ett redskap som lärare kan använda och anpassa till sina praktiker för att skapa interaktioner i klassrummet som kan öka elevernas meningsskapande.
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Kennedy, Sara. „Oral peer corrective feedback in an ESL classroom : training Francophone learners in the pronunciation of th-“. Thesis, 2003. http://spectrum.library.concordia.ca/2145/1/MQ77634.pdf.
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How do ESL learners react to training in oral peer corrective feedback? This quasi-experimental study was an exploration of that question. Over 13 weeks, a treatment group of francophone ESL learners was first observed, then trained in oral peer corrective feedback (i.e. the provision of corrective feedback to one learner by another) on the pronunciation of th - in English. All group activities were audio-recorded. A control group of francophone ESL learners was also observed and recorded. Both groups were pretested and posttested for accuracy of their pronunciation of th -. Additionally, two learners each from the treatment and control groups were followed throughout the study for changes in pronunciation of th -. Although oral peer corrective feedback on th - occurred in the treatment group, no significant differences between groups in accuracy of pronunciation of th - were found. Out of the four learners tracked, one learner from the treatment group and one learner from the control group demonstrated moderate improvement in the pronunciation of th - over the 13-week study. Possible reasons are discussed for the pattern and manner of oral peer corrective feedback provided by the treatment group, and the limitations and implications of the results are considered.
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Yang, Duo-hua, und 楊灼華. „Oral Errors,Corrective feedback, and Learner Uptake in EFL Elementary School Classrooms“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13281054222567080706.
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碩士國立屏東教育大學
英語學系
99
ABSTRACT The purpose of the present study is to investigate errors types, the patterns of error correction and the influence of corrective feedback on learner uptake in the EFL classroom context at the elementary level in Taiwan. In addition, the teachers and students’ preferences of corrective feedback were explored. Besides, students’ learning attitudes after responses to corrective feedback and the influence of anxiety on learner uptake are explored. The subjects of this study were three classes from Guong-Hua Elementary School in Kaoshiung City, Chiang-chin Elementary School in Kaoshiung City, and Bin-Mou Elementary School in Taitung County. The three English classrooms were observed and recorded for eight sessions. Then, the researcher analyzed the linguistic data of speaking errors, types of corrective feedback, and learner uptake. Afterwards, the students answered a questionnaire on their attitudes to types of corrective feedback. Teachers’ perspectives on corrective feedback were then interviewed and compared with students’ attitudes toward corrective feedback. Finally, the researcher analyzed the influence of students’ learning attitudes on learner uptake. Based on the data analyses, the findings of the study are summarized as follows. First, the most frequent speaking errors by students are phonological errors, followed by lexical errors, silence, factual errors, morphological errors, and syntactical errors. Second, teachers tended to use recast and metalinguistic clues to correct phonological errors; elicitation and repetition for lexical errors; as for correction following factual errors, morphological errors, syntactical errors, and silence (no responses from students), this study can’t offer more data to explain which corrective feedback is the most frequently used by teachers but offered the way of solving factual errors, morphological errors, syntactical errors, and silence. Third, explicit correction, elicitation and peer correction can lead to 100.00% success rate of learner uptake. Fourth, teachers’ first preference for corrective feedback is recast. Fifth, students express neutral opinions toward anxiety about corrective feedback. They were not sure about how they reacted to corrective feedback. In addition to the findings of the research questions, the finding of the difference between the teachers’ cognition and real application to oral correction revealed that teachers were not sure what they used in class. Based on the results of the study, the researcher proposed four pedagogical implications for elementary English teachers. First, English teachers are supposed to offer encouragement when facing students’ silence. Second, English teachers should adopt appropriate corrective feedback based on the types of speaking errors, the efficacy on correction, or even students’ preference. Third, teachers should care about successful learner uptake after students receiving corrective feedback rather than worry that the corrective feedback will bring anxiety to students. Fourth, teachers should put the teaching theory into their practice. For further research, a larger number of teachers and a longer period of experiment time are recommended. Before investigating students’ learning attitudes to corrective feedback, it is suggested that the researcher know the proficiency of students. In addition, the problem of students keeping silence needs to be investigated deeply. Last but not least, more groups of participants of different ages can be included to compare the effect of corrective feedback on adults and children.
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Baptista, David Gaspar Maia. „Understanding and improving oral corrective feedback in primary FL classrooms in Portugal“. Master's thesis, 2017. http://hdl.handle.net/10362/22121.
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The main axis of this study is the analysis of oral corrective feedback (OCF) procedures in the context of teaching English in primary school in Portugal. It presents a deeper understanding of OCF strategies and establishes links between these and their potential effectiveness. The study encompassed the audio recording, transcription and analysis of ten 45 minutes lessons at a private school in Lisbon, an online survey to primary teachers of English in Portugal, an interview with my co-operating teacher, a questionnaire to the learners involved in the research and a learning journal. As the study was implemented, my approach to OCF changed considerably. Results show that OCF is an inevitable and highly complex process, that there is little evidence to corroborate that it is detrimental to learning and that it can and should be assumed as a powerful tool for enhanced English teaching/learning in the primary context.O eixo principal deste estudo é o da análise dos procedimentos de correção oral de erros (OCF) no contexto do ensino de Inglês na escola primária em Portugal. Apresenta um entendimento aprofundado das estratégias de OCF e estabelece ligações entre estas e a sua potencial eficácia. O estudo abrangeu a gravação áudio, transcrição e análise de 10 aulas de 45 minutos numa escola privada em Lisboa, um inquérito online a professores de Inglês na primária em Portugal, uma entrevista à professora cooperante, um questionário aos alunos envolvidos na pesquisa e um diário do professor. No decorrer da implementação, a minha abordagem à OCF alterou-se de forma significativa. Os resultados demonstram que a OCF é um processo inevitável e altamente complexo, que não existem dados suficientes para corroborar efeitos negativos na aprendizagem e que a OCF pode, e deve, ser assumida como uma ferramenta poderosa na melhoria do ensino/aprendizagem de Inglês no contexto da escola primária.
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Hsieh, Cheng-Fang, und 謝正芳. „Effects of Oral Implicit Corrective Feedback Types on Taiwanese Elementary School Students' Pronunciation“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57501630074974771809.
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碩士國立臺灣師範大學
英語學系
99
With regard to research into implicit focus on form instruction, the present study examines and compares the effects of two implicit corrective feedback types (recasts and clarification requests) on the development of the phonological unit (the voiceless th sound) in child L2 learners of English in Taiwan. This study was a posttest-only control group research design that recruited thirty-six students from a communicative language teaching/learning context (The Affiliated Experimental Elementary School of National Chengchi University). Hence, these students had no problems communicating with others in the target language within meaningful contexts. The thirty-six participants were randomly assigned to one control group or one of the experimental groups, each receiving different implicit corrective feedback types during communication (no implicit corrective feedback, recasts, or clarification requests). One week before the treatment, the participants filled in language background questionnaires to ensure their English learning after school was homogeneous; moreover, the participants received a diagnostic test to confirm that they had difficulty producing the target sound item accurately. During treatment, the participants performed two information-gap tasks, each followed by a retrospective verbal report to examine their awareness of the implicit corrective feedback and target sound item and another similar information-gap task as the immediate posttest. Three days after the treatment, the participants performed the same tasks again as those in the immediate posttests. One-way ANOVA and the independent t test were employed to investigate the differences among the three groups in terms of the immediate uptake and short-term memory of the target sound item. The results show that implicit corrective feedback facilitated the accuracy of the target form production on both the immediate and delayed posttests. This situation can be attributed to the choice of a specific linguistic form and consistent treatments on this form, which encouraged the participants to notice the implicit “corrective” feedback and problematic form and modify their output. However, different implicit corrective feedback types did not result in differential effects on the accuracy of the target form production on both the immediate and delayed posttests (Clarification requests were assumed to demonstrate significantly better effects than recasts because the former withheld correct models and pushed learners to modify output. To avoid communication breakdown, those who received clarification might better notice its corrective function and the problematic sound item.). This finding may be confounded by the participants’ previous English learning experience and a task-type effect. The participants had frequently received recasts on their linguistic errors in their original English-learning context, which increases their sensitivity to this feedback type. Moreover, some participants in the recast group were unexpectedly provided with corrective feedback during post-task performance, which may focus learner attention on the target sound item. Due to these factors, the assumption that those receiving clarification requests might have better chance to notice the target form than those receiving recasts was not justified. Based on the present findings, the effects of implicit corrective feedback on the phonological learning interact with various factors, such as the way implicit focus on form instruction is implemented and L2 learners’ perception of implicit corrective feedback. These findings also provided related implications and suggestions for future research.
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Hsu, Chia-Ning, und 許家寧. „Exploring Oral Communication Strategy and Oral performance and Learning Anxiety Using a Peer Feedback Application“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/m68s7y.
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„Beliefs and Practices: A Case Study on Oral Corrective Feedback in the Teaching Chinese as a Foreign Language (TCFL) Classroom“. Master's thesis, 2012. http://hdl.handle.net/2286/R.I.14961.
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abstract: This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.Dissertation/Thesis
M.A. Asian Languages and Civilizations 2012
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Taddarth, Assma. „The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback“. Thèse, 2016. http://hdl.handle.net/1866/19254.
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L'objectif de cette étude est de contribuer à explorer le changement dans les représentations des enseignants quant à la rétroaction corrective (RC), et ce, afin de mieux informer les programmes de formation des enseignants. Pour atteindre cet objectif, nous avons tenté d’apporter des éléments de réponse aux questions de recherche suivantes (1) quelles représentations relatives à la RC les futurs enseignants Algériens de français langue étrangère (FLE) détenaient-ils avant la formation, (2) comment ces représentations ont-elles changé après une formation sur la RC, (3) quels éléments de la formation sont-ils les plus susceptibles de changer les représentations de ces futurs enseignants quant à la RC?
Deux groupes (un groupe expérimental et un groupe témoin) de 14 futurs enseignants Algériens, inscrits au Mastère en FLE, ont participé à l'étude. Le groupe expérimental a participé à un cours de formation sur la RC, alors que le groupe témoin n'a pas participé. Les instruments de recherche comprennent un questionnaire à échelle de Likert et des groupes de discussion (entrevues) qui abordent quatre facteurs en rapport avec la RC (reformulation, incitation, mise en œuvre des techniques de RC et importance de la RC). Chacun des deux instruments a été administré avant et après la formation, et seul le groupe expérimental a effectué les entrevues avant et après la formation. La formation inclut une base théorique et des résultats empiriques sur les différentes dimensions de la RC, ainsi qu'une composante pratique (activités d'enseignement). Les données provenant des deux outils de recherche ont été analysées de façon descriptive. Les exemples de changement de représentations - dans les transcriptions d'entrevues - ont été identifiés en utilisant cinq catégories correspondant aux différents types de changement (inversion, élaboration, consolidation, pseudo-changement et aucun changement).
Les principaux résultats de cette étude : (1) avant la formation, les futurs enseignants avaient des représentations neutres et non claires sur les techniques de RC (reformulation et incitation) qui doivent tenir compte du type d'erreur et du niveau de compétence de l'apprenant. De plus, les participants du groupe expérimental étaient contre la RC immédiate et n'avaient pas une idée précise sur les erreurs à corriger ; (2) la formation sur la RC a été jugée efficace. En d'autres termes, après la formation, il y avait un changement évident vers des représentations plus positives au sujet de la RC immédiate et des représentations plus négatives quant à la reformulation. En outre, les participants ont subi une reconstitution totale de leurs représentations en lien avec les quatre facteurs avec beaucoup d'élaborations. Les participants ont attribué le changement de leurs représentations à la deuxième partie de la formation (études empiriques, techniques de RC et mise en œuvre de la RC). Les participants préconisent qu'ils ont été exposés pour la première fois à ce contenu sur la RC. Cette étude offre des implications pour d'autres études autour de questions de recherche similaires.The objective of this study is to contribute to the range of research exploring change in teachers' corrective feedback (CF) beliefs to better inform future teacher training programs. The research questions used to accomplish the purpose of this study focused on1) what beliefs Algerian pre-service teachers of French as a foreign language (FFL) at University of Hadj Lakhdar Batna hold regarding CF before a CF training course, 2) how those beliefs change after a CF training course, and 3) what dimensions of the training course influence these pre-service teachers’ beliefs about CF? Two groups of 14 Algerian MA pre-service teachers of FFL-one experimental and one control- participated in this study. The experimental group participated in a teacher training course about CF while the control group did not. The research instruments included a Likert-scale questionnaire and focus group interviews that addressed four CF factors (recasts, prompts, CF implementation and CF importance). Each of the two instruments was administered twice before the training started and immediately after it ended, with only the experimental group taking the pre and post focus group interviews. The training course included theoretical information and empirical results about CF and its dimensionsas well as a practical component (teaching activities).Data obtained from the two research tools were analysed descriptively. Patterns of belief change-in the interviews transcripts- were identified using five categories about types of change (reversal, elaboration, consolidation, pseudo change and no change). Findings indicated that prior to the CF training, preservice teachers' beliefs were barely defined (i.e. they were largely neutral) especially in relation to CF techniques (recasts and prompts) for error type and learner's proficiency level. Furthermore, they were against immediate CF and did not have a clear idea about which errors should be corrected. Concerning the results in belief change, the CF training course was found to be effective. That is, after CF training, there was an obvious shift toward more positive beliefs about immediate CF and more negative beliefs about recasts. Furthermore, participants underwent a total re-construction of their beliefs in relation to the four factors with lots of elaborations. Participants attributed change in their beliefs to the second part of the training course (CF empirical studies, CF techniques and CF implementation). The participants explained that they were exposed for the first time to this content about CF and its dimensions.
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Ramokgopa, Matome Derick. „Written and oral corrective feedback in the witten work of first-entering students at the university of Limpopo: perceptions of students and lecturers“. Thesis, 2020. http://hdl.handle.net/10386/3405.
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Thesis (M.A. (English Studies)) -- University of Limpopo, 2020This study explored the perceptions of students and lecturers with regard to written and oral corrective feedback in a first-level English course at the University of Limpopo. Specifically, the study was designed to establish the views of first entering students and lecturers around oral and written feedback. This study responds to widely-held views that students do not pay much attention to feedback, that even if feedback is provided, some do not know how use feedback systematically to improve their works, and that some lecturers are not investing sufficiently on provision of detailed, usable feedback. This study made use of classroom observations, questionnaires and focus group interviews to establish from students’ perceptions about oral and written corrective feedback in their studies and overall attainment of study goals. Furthermore, lecturers were also invited to participate in interviews to ascertain their perception on whether they consider written feedback essential and how it improves the students’ written English grammar. The study uncovered among others that students view oral and written corrective feedback as a tool that improves their grammar in English challenging long standing views that students are mostly interested in marks obtained in assessments. Data emerging from this study further suggests that participants view oral and written feedback as a device that helps students to improve in their usage of grammar and highlight the need to provide detailed, timely and constructive feedback in student’s academic work.
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Chien, Ying-Chun, und 錢盈君. „A Case Study of a High School English Teacher’s Cognitions and Practices of Oral Corrective Feedback and Students’Perceptions“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/54392924404261934502.
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碩士國立交通大學
英語教學研究所
104
Research related to oral corrective feedback (CF) in second language classrooms has been widely examined in the past decades, including what types of oral CF should be provided (e.g. Al-Faki, 2013; Tomczyk, 2013), when oral CF should be initiated (e.g. Gumbaridze, 2013), or how effective oral CF is on learners’ performance (e.g. Lyster & Izquierdo, 2009). However, limited research has been conducted to examine oral CF practices from teachers’ cognitive perspectives. A case-study approach was adopted to investigate a high school English teacher’s cognitions and practices of oral CF based on Borg’s theoretical framework and to explore students’ perception of CF and their attitudes towards teacher’s oral CF practices in a speaking classroom. The data were gathered from weekly classroom observations, interviews with the teacher (formal, after-class informal and follow-up interviews), a questionnaire for the students, and interviews with volunteer students. Lyster and Ranta’s taxonomy (1997) were adapted to analyze the types of oral CF. Borg’s teacher cognition framework (2006) served as the analytical framework to retrieve the teacher’s cognition and her CF practice. The findings revealed that the teacher’s cognitions were influenced by her experiences of schooling, professional coursework, teaching experiences, and the contextual factors in her speaking course. Her teaching experiences accumulated throughout her teaching career projected considerable impact on her cognition and practice of oral CF. In addition, the contextual factors including parents’ concerns, school or government factors, student traits, and course context were also influential factors in the teacher’s cognitions and practices. In addition, the contextual factors might be the possible reasons causing the inconsistency between the teacher’s cognition and her practice of oral CF. The results also found that recast was used most in the speaking classroom and pronunciation problems were fixed most by the teacher due to the time-efficient nature of the two CF types that the teacher perceived. Finally, the results also revealed that the students generally perceived oral CF as an important tool for speaking learning but they revealed their dissatisfaction with their teacher’s oral CF practices. The present study suggested two pedagogical implications. First, English speaking teachers may consider implementing different CF approaches, such as peer review to avoid causing possible negative feelings from the students. Second, teacher training programs may consider offering related courses or teaching practicum for teachers to experiment their cognitions and carry out suitable teaching approaches based on knowledge acquired in the program.
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Huang, Hsiang-I., und 黃湘怡. „THE EFFECTS OF PEER ORAL FEEDBACK ON EFL COLLEGE STUDENTS’ SPEAKING COMPETENCE: THREE COMMUNICATION MODES AND TWO FEEDBACK TYPES“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96239814509011661790.
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博士國立高雄師範大學
英語學系
101
This study aimed to investigate the effects of peer oral feedback on non-English majors’ speaking competence across modes and feedback types. Three different modes and two feedback types were explored: face-to-face mode, web-based voice mode, and web-based video mode, accompanied with form-focused feedback and meaning-focused feedback. A quantitative research method was adopted, and a true experiment with the use of a survey, a pretest, and a posttest were conducted to measure the effects of the treatments and the participants’ perceptions and attitudes toward them. One-way ANCOVA and two-way ANCOVA were employed for data analysis to further depict the relationship between feedback modes, feedback types, and students’ speaking competence, specifically on their pronunciation, fluency, and accuracy. The results revealed that peer feedback modes resulted in different effects on students’ speaking competence, but the differences were not significant. Although there were no significant differences between the CG and VO groups or between the three modes, significant differences in the means of the speaking post-test were found between the CG and FTF groups, and between the CG and VI groups when controlling for the speaking pre-test. Regarding to the feedback types, both the form-focused feedback and the meaning-focused feedback were effective on participants’ speaking competence, and they did not have different effects on participants’ speaking competence. Particularly, the meaning-focused peer oral feedback was facilitative to speaking fluency; whereas the form-focused peer oral feedback was helpful for grammatical and lexical accuracy when compared to the CG group’s speaking performance. In terms of the participants’ perceptions of the peer feedback modes and feedback types, the participants in different feedback modes and feedback types had positive and favorable attitudes toward the use of the peer oral feedback in general, and they did not perceive it significantly differently in terms of its’ effectiveness on their speaking competence, the pleasure it brought to them, the easiness of implementing it, and its’ convenience and conversational quality.
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„Exploring language ideologies in action: An analysis of Spanish Heritage Language oral corrective feedback in the mixed classroom setting“. Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55469.
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abstract: This qualitative study follows an instructor and four Spanish Heritage Language (SHL) learners in an elementary-level, mixed Spanish course at a community college over the course of 11 class visits. In studying how language ideologies shape oral corrective feedback (oral CF) practices, data were collected through ethnographic observations (field notes, researcher memos), classroom audio recordings, and semi-structured interviews (student, teacher). Specifically, this study analyzes (1) language ideologies prevalent in the classroom context in relation to the conceptualization of errors, (2) the instructor’s goals for oral CF, (3) how the instructor provides oral CF and in what contexts, and (4) how the mixed class environment relates to oral CF.
To do so, the data were analyzed via a bifocal approach in coding interview and classroom discourse (Razfar, 2003) and engaging in Critical Discourse Analysis (van Dijk, 2016) informed by frameworks in Linguistic Anthropology (Irvine, 1989; Kroskrity, 2004, 2010; Leeman, 2012) and Second Language Acquisition (Ellis, 2009; Li, 2017; Lyster & Ranta, 1997). The findings demonstrate how oral CF becomes ideologically charged in a classroom context primarily designed to impart foreign language instruction. Under the guise that SHL learners’ varieties represent negative characteristics (e.g., low socioeconomic strata, Mexicaness, immigration), oral CF is used to eradicate their Spanish varieties. Findings also illustrate the (in)congruency of the instructor and learners’ perceptions of oral CF and what takes place in the classroom. In some cases, SHL learners demonstrated language pride and resisted the imposition of a foreign variety but reported hegemonic beliefs about their own varieties.
Exemplifying how the instructor and SHL learners contribute to the complex dynamics of ideologization of oral CF, this study advocates for the adoption of Critical Language Awareness frameworks (Martínez, 2003; Leeman, 2005) in mixed language classrooms that encompasses this practice (e.g., focus-on-form instruction). Additionally, in acknowledging that teachers and educational institutions play a key role in the (re)production of dominant language norms, this study calls for the creation of instructional guidelines for oral CF as a pedagogical practice. Such guidelines must include critical discussions with students about the relationship between “correct,” “correcting,” and “being corrected” and asymmetrical power relationships.Dissertation/Thesis
Doctoral Dissertation Spanish 2019
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Sukhram, Diana Patricia. „The effects of oral repeated reading with and without corrective feedback on the fluency and comprehension of narrative and expository text for struggling readers /“. 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314908.
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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1738. Adviser: Lisa Monda-Amaya. Includes bibliographical references (leaves 87-94) Available on microfilm from Pro Quest Information and Learning.