Dissertations / Theses on the topic 'Corrective feedback'
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Mollestam, Emma, and Lixia Hu. "Corrective feedback on L2 students’ writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33511.
Full textShelley, Angela. "Dynamic Written Corrective Feedback: Achieving Manageability." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4109.
Full textLee, Soon Yeun. "The Efficacy of Dynamic Written Corrective Feedback on Intermediate-high ESL Learners' Writing Accuracy." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2304.
Full textKnutsson, Malin, and Sandra Köster. "Oral Corrective Feedback in Swedish Primary Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.
Full textSidorova, Vladislava. "Corrective Feedback in English Language Learners' Writing." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1478601224073001.
Full textHernández, Puertas Tamara. "Corrective Feedback in the EFL Classroom: Grammar Checker vs. Teacher’s Feedback." Doctoral thesis, Universitat Jaume I, 2022. http://dx.doi.org/10.6035/14110.2022.149225.
Full textPrograma de Doctorat en Llengües Aplicades, Literatura i Traducció
Hannum, Matthew C. "Fault in our Feedback: Students' Experiences and Preferences Regarding Corrective Feedback." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461798867.
Full textWesterberg, 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.
Full textEddington, Brooke Elizabeth. "A Modified Approach to the Implementation of Dynamic Written Corrective Feedback." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4389.
Full textAmmar, Ahlem. "Corrective feedback and L2 learning : elicitation and recasts." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19541.
Full textJensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.
Full textMessenger, Rachel A. "Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6681.
Full textHartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.
Full textRau, Alexander, and Caroline Johansson. "Using Corrective Feedback to Improve Grammatical Accuracy in Student Writing in the EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39223.
Full textRoberts, Pamela J. "Should Corrective Feedback Come Before or After Responding to Establish a "New" Behavior?" Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278439/.
Full textPurnawarman, Pupung. "Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30067.
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Kielty, Lori S. "Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning?" [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000255.
Full textPetersen, Kenneth A. "Implicit corrective feedback in computer-guided interaction does mode matter? /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/642826969/viewonline.
Full textMc, Carthy Christopher. "Interactional Corrective Feedback and Context in the Swedish EFL Classroom." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8032.
Full textThis paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.
Yang, Yingli. "Corrective feedback and Chinese learners` acquisition of English past tense." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32269.
Full textCette étude quasi-expérimentale a examiné les effets de deux techniques de rétroaction, reformulations et incitations, sur l'acquisition des verbes réguliers et irréguliers au passé (en anglais) par des apprenants chinois. Les hypothèses de recherche étaient les suivantes : 1) les apprenants qui reçoivent une rétroaction corrective dans le cours d'activités de communication seront plus performants que les membres du groupe témoin qui réalisent seulement les activités de communication ; 2) les incitations auront davantage d'effets bénéfiques que les reformulations dans l'apprentissage de verbes réguliers au passé ; 3) les reformulations seront plus avantageuses pour l'apprentissage de verbes irréguliers au passé. Soixante-douze apprenants d'anglais langue étrangère dans trois classes complètes de niveau universitaire ont participé à l'étude. Les apprenants des trois classes ont été répartis, au hasard, en trois groupes : un groupe « incitation » (n = 22), un groupe « reformulation » (n = 25) et un groupe témoin (n = 25). L'expérience pédagogique comportait quatre tâches de communication qui mettaient en présence les structures ciblées et suscitaient la production orale de ces structures par les apprenants. Dans les deux groupes « rétroaction », les professeurs donnaient invariablement un type de rétroaction (soit reformulation, soit incitation) en réponse aux erreurs des apprenants dans le cours des activités de communication tandis que, dans le groupe témoin, le professeur ne fournissait de la rétroaction que sur le contenu. L'acquisition par les participants des verbes au passé a été évaluée au moyen d'un test oral
Huang, Lan-Ting. "Interaction around corrective feedback in elementary English classes in Taiwan." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/106815/.
Full textLee, 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.
Full textSpivey, Kaleena Cheyenne. "Written Corrective Feedback in ESL: Strategies, Approaches, Influences, and Factors." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396452804.
Full textHidalgo, Antonelli Marcela. "Corrective feedback strategies, recasts and learners' uptake: a descriptive study." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/108629.
Full textHartshorn, K. James. "The effects of manageable corrective feedback on ESL writting accuracy /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2575.pdf.
Full textLin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
Full textOh, Subin. "The effect of dynamic written corrective feedback for learners of Korean." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9099.
Full textBoggs, Jill. "The effects of facilitated feedback on the second-language English writing of Korean university students." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:a8d74467-2135-4b13-b6d4-d034bf2f6859.
Full textBlomberg, Kelly. "Enhancing the Effectiveness of Focused Corrective Feedback on L2 English Learners’ Written Texts." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35475.
Full textNyström, Louise, and Milanda Gultekin. "Written corrective feedback in the writing classroom for young English Second Language Learners." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29586.
Full textFerm, 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.
Full textThe 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.
Anderson, Timothy. "The effects of tiered corrective feedback on second language academic writing." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27084.
Full textLennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.
Full textAbukhadrah, 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.
Full textJhowry, Kheerani. "Does the Provision of an Intensive and Highly Focused Indirect Corrective Feedback Lead to Accuracy?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28437/.
Full textSato, 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.
Full textCette 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.
Farrokhi, Farahman. "A context-based study of varieties of corrective feedback in EFL classrooms." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399677.
Full textCompany, Maria Teresa. "Dynamic Written Corrective Feedback and Linguistic Accuracy of University Learners of Spanish." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6273.
Full textQiao, Zhengwei. "Oral corrective feedback and the acquisition of Chinese rule-based verb constructions." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1730.
Full textMunther, Pernilla. "The efficiacy of written corrective feedback and students´perceptions : A survey about the impact of written response on L2 writing." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43910.
Full textFungula, 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.
Full textDetta 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.
Smith, Hillary. "CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2761.
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Department of Modern Languages
Arts and Humanities
Teach Eng Spkrs Oth Lang MA
Jacobs, Gary D. "The effects of teacher corrective feedback and self-correction on the written compositions of elementary students with learning disabilities /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150071084.
Full textPineda, 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.
Full textLas 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.
Hassanzadeh, Nezami Setareh. "A Study of Errors, Corrective Feedback and Noticing in Synchronous Computer Mediated Communication." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-88411.
Full textBalachandran, Aparna. "Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context : A Case Study." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153093.
Full textLu, Yang. "The value of direct and indirect written corrective feedback for intermediate ESL students." AUT University, 2010. http://hdl.handle.net/10292/929.
Full textTibúrcio, Regina Rocha Reynaldo. "Dialog journal writing: a study on the effects of (in) direct corrective feedback." reponame:Repositório Institucional da UNISUL, 2012. http://www.riuni.unisul.br/handle/12345/482.
Full textCorreção de erro, tratamento de erro e resposta corretiva tem sido assuntos de discussão na área de aprendizagem de segunda língua e língua estrangeira, por isso este estudo tem por objetivo examinar a eficácia de dois tipos de resposta corretiva, firmando-se em conhecimentos teóricos com base em recentes pesquisas nesta área de conhecimento. Este estudo investigou os resultados da correção direta e indireta bem como as implicações destes resultados nos apontamentos dos diários dialogados (DJW) de estudantes universitários de inglês como língua estrangeira através da incidência de erros em: (a) omissão de sujeito, (b) ordem dos adjetivos, e (c) pronome adjetivo possessivo. Os participantes eram 19 estudantes matriculados em um curso de Letras em uma universidade brasileira no sul do estado de Santa Catarina, aleatoriamente designados em três grupos de tratamento: (1) grupo de resposta corretiva direta (DCFG), (2) grupo de resposta corretiva indireta (ICFG), e (3) o grupo especial (SG: SG-DCF e SG-ICF)). O DCFG recebeu resposta corretiva direta em seus apontamentos dos diários dialogados; o ICFG recebeu resposta corretiva indireta. O Grupo Especial recebeu ambos os tipos de respostas corretivas. Os resultados deste estudo indicam que os grupos que receberam resposta corretiva direta atingiram uma incidência de erros superior ao grupo que recebeu resposta corretiva indireta. O ICFG atingiu uma incidência de erros significativamente inferior. Estes resultados apontam para a asserção de que a resposta corretiva indireta suplanta a resposta corretiva direta ao proporcionar aos estudantes a oportunidade de refletir a respeito de seus próprios erros tanto quanto sobre a estrutura da língua-alvo, de escrever livremente e diminuir a incidência de erros na escrita, facilitando a aprendizagem de conteúdo e da língua.
Error correction, error treatment and corrective feedback have been at issue in second and foreign language learning. Hence, the objective of the present study is to examine the effectiveness of two types of corrective feedback, grounding its basis on theoretical backgrounds together with recent research in this field of knowledge. This study investigated the results of direct and indirect corrective feedback on English-as-a-Foreign-Language (EFL) undergraduate students' Dialogue Journal Writing (DJW) entries through the incidence of errors on Subject Omission, Adjective Order, and Possessive Adjective Pronoun misuse in addition to the implications of these results in the learners. writing performance. Subjects were 19 students enrolled in an English . Portuguese Languages and Literature undergraduate program at a Brazilian university in the southern of Santa Catarina state, randomly assigned to three treatment groups: (1) Direct Corrective feedback group (DCFG), (2) Indirect Corrective Feedback Group (ICFG), and (3) the Special Group (SG: SG-DCF and SG-ICF). The DCFG received direct corrective feedback on their DJW entries; the ICFG received indirect corrective feedback. The Special Group received both kinds of corrective feedback. The results of this study show that the groups who received direct corrective feedback scored higher on the error incidences; however the group who received indirect corrective feedback scored significantly lower on the errors incidence. These results appear to support the claim that the indirect corrective feedback supplants direct corrective feedback by giving students an opportunity to reflect on their own errors as well as on the target language structure, to write freely, and to decrease the incidence of errors on their writing, facilitating language and content learning.
Giguère, Christine. "Child-to-child interaction and corrective feedback during a tandem chat exchange project." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26869.
Full textThe main objective of this research was to examine the interaction between ESL and FSL sixth graders in Quebec and Ontario communicating in a Tandem chat project. More specifically, it aimed to find out if participants provided each other with different types of corrective feedback and whether this feedback led to repair. It also examined how the students viewed this project. The chat sessions took place over four months and involved the completion of 16 tasks (8 in English and 8 in French). The results showed that L2 Grade 6 students provided feedback to their chat partners in 370 instances. The students in both the ESL and FSL exchanges provided three types of feedback: explicit, recasts, and negotiation of form. A major finding is that unlike previous studies involving young learners, the preference was for explicit feedback rather than recasts. In contrast to the Morris’ (2005) study which also involved young learners engaged in chat, the rate of repair was very low. Unlike the FSL students, the great majority of ESL students liked the chat exchange and found it useful not only for learning their L2 but also their L1. The pedagogical implications of this study as well as suggestions for future research are discussed.
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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