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Journal articles on the topic 'Oral peer corrective feedback'

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Published: 24 June 2021
Last updated: 17 February 2022

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1

Sa'adah, Lailatus, Joko Nurkamto, and Suparno Suparno. "Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate." Studies in English Language and Education 5, no. 2 (September 3, 2018): 240–52. http://dx.doi.org/10.24815/siele.v5i2.11532.

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This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class.It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.
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Sa'adah, Lailatus. "Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate." JSSH (Jurnal Sains Sosial dan Humaniora) 2, no. 2 (March 8, 2019): 251. http://dx.doi.org/10.30595/jssh.v2i2.2953.

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Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.
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Lyster, Roy, Kazuya Saito, and Masatoshi Sato. "Oral corrective feedback in second language classrooms." Language Teaching 46, no. 1 (November 28, 2012): 1–40. http://dx.doi.org/10.1017/s0261444812000365.

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This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.
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Bryfonski, Lara, and Cristina Sanz. "Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach." Annual Review of Applied Linguistics 38 (September 2018): 1–32. http://dx.doi.org/10.1017/s0267190518000016.

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ABSTRACTThe provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N= 19) recorded group conversations with native speakers (N= 10) at the beginning, middle, and end of a 6-week stay in Barcelona, Spain. Results indicate a significant decrease in the provision of corrective feedback by both native speakers and peer learners over the course of the program. Qualitative analyses revealed that both learners and natives alike engage in negotiations for meaning throughout the program, which for learners resulted in successful recall on tailor-made quizzes. The use of the first language by both the study abroad students and the native speakers promoted these opportunities in some instances. Results are discussed in terms of their contribution to the study abroad literature as well as to research into the effects of feedback on second language development.
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Sippel, Lieselotte, and Carrie N. Jackson. "Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom." Foreign Language Annals 48, no. 4 (November 24, 2015): 688–705. http://dx.doi.org/10.1111/flan.12164.

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6

Fitriana, Rinda. "Students' Attitude toward Correction." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (October 8, 2017): 177. http://dx.doi.org/10.24903/sj.v2i2.107.

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Students’ attitudes influence their decision to whether or not accept the teachers’ feedback. Therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachers’ correction on their oral production. From both instruments, it is found that the students preferred the teachers as the correctors, although, they did not mind for peer correction. They also expected the teachers to give correction at every time they did error and for all types of errors. Additionally, students agreed that teachers’ personality and their way of teaching influenced their willingness to accept the corrective feedback.
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Havranek, Gertraud, and Hermann Cesnik. "Factors affecting the success of corrective feedback." EUROSLA Yearbook 1 (January 1, 2001): 99–122. http://dx.doi.org/10.1075/eurosla.1.10hav.

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The findings from a comprehensive study on oral corrective feedback show that the success of such feedback as measured in a subsequent test is affected by its format, the type of error corrected, and certain learner characteristics. The most successful format of correction, both for the learners receiving the feedback and for their peers, is feedback successfully eliciting self-correction in practice situations. Among the least successful formats for both groups are recasts without further comments or repetition by the corrected learner. The type of error corrected most successfully differs for the two groups. Those corrected learn most from the correction of their grammatical errors and least from correction of pronunciation errors. Peers score best on pronunciation items and gain least from correction of lexical errors. Of the learner characteristics taken into consideration, verbal intelligence, relative proficiency (within levels at school or university), and the learners’ attitude towards correction proved to be most influential.
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8

Freschi, Ana, and Suzi Cavalari. "Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning." TESL Canada Journal 37, no. 2 (December 2, 2020): 154–80. http://dx.doi.org/10.18806/tesl.v37i2.1335.

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Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed. Teletandem (Telles, 2009) est un modèle de télécollaboration par lequel des paires d’étudiants de langue étrangère originaires de différents pays se rencontrent régulièrement de façon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend à ce que les participants aident leur partenaire à apprendre en leur fournissant de la rétroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la façon dont la rétroaction est fournie. Le but de cette recherche est d’étudier la rétroaction corrective par les pairs dans Teletandem par rapport aux différents modes. En se servant d’une approche par étude de cas, nous décrivons comment trois Brésiliens ont offert de la rétroaction à des apprenants de portugais langue étrangère. Les données utilisées venaient de 20 sessions orales de Teletandem qui s’étaient déroulées sur une période de trois ans et ont été stockées sur MulTeC (Aranha & Lopes, 2019). L’analyse des données a révélé que la fourniture de rétroaction corrective se caractérise par des reformulations, qui ne distinguent pas très bien entre des refontes et des corrections explicites, ce qui est dû à une combinaison de stratégies multimodales. Les résultats indiquent également que la correction des erreurs peut être plus ou moins soulignée selon la façon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pédagogiques.
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Parga Herrera, Fernando. "Cooperative Structures of Interaction in a Public School EFL Classroom in Bogotá." Colombian Applied Linguistics Journal 13, no. 1 (September 7, 2011): 20. http://dx.doi.org/10.14483/22487085.2929.

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In deprived socio cultural contexts like those characterizing the suburbs of Bogotá, cooperative learning (CL) appears as an alternativeto cope with student problems of interpersonal communication and conflict derived largely from gossiping, information distortion, and verbal aggressiveness that result in an inappropriate learning environment. As a result of implementing this action research study with 8th graders in a public school of Usme, in the south east of Bogotá, students’ original negative influence over their peers turned into positive mediation, featured by peer monitoring, peer correction, and peer feedback. Such a change, which was evident in class audio and video recordings, as well a ssuccessful CL task development, occurred thanks to the joint establishment of rules for cooperative interaction with their corresponding roles, functions, times, and spaces immersed in the implemented CL structures of interaction. This way, students raised awareness of the crucial factors involved in effective oral communication and the importance of reporting information accurately for well-informed opinions and decisions. Students’ improvement in the oral communication processes contributed significantly to a better classroom social environment for learning.
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Bourgoin, Renée, and Josée Le Bouthillier. "Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.

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Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.
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Alhaysony, Maha. "An Investigation of Native and Non-Native English-Speaking Teachers' Cognitions about Oral Corrective Feedback." International Journal of Linguistics 8, no. 6 (December 5, 2016): 1. http://dx.doi.org/10.5296/ijl.v8i6.10225.

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The present study sought to compare and contrast the perception of native and non-native speakers and experienced and less experienced teachers about CF and to examine controversial issues, such as frequency of CF, timing of CF, types of oral errors that should be corrected, its methods, and the person who should do the correcting. Ninety-nine English language teachers teaching in the preparatory year at Ha’il University participated in the study completed a questionnaire and involved in a semi structured interview. The findings showed that teachers in general have a strong positive perception of oral CF. Although teachers preferred to correct serious errors and frequent errors most frequently, they tended to delay correction until after a student finishes speaking rather than immediately. Moreover, results indicated that elicitation, implicit and repetition were the most frequently used feedback across all types of teachers. The students preferred the CF provided by the teachers. Classmates or peers were the least popular. Further, the results did not show significant differences between types of teachers, except for ‘frequent errors, and infrequent errors’ where native speakers tended to correct them more than non-native speakers. Additionally, less experienced teachers had more frequent use of CF and used the metalinguistic feedback method more compared to experienced teachers. Implication for teaching speaking are also discussed.
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García-Ponce, Edgar Emmanuell, and Irasema Mora-Pablo. "Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions." GiST Education and Learning Research Journal, no. 15 (January 23, 2018): 125–48. http://dx.doi.org/10.26817/16925777.393.

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Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners’ interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the effects of their beliefs during uncontrolled classroom interactions at a Mexican university. By combining data collected from recorded classroom interactions, teacher interviews and learner focus groups, the findings show that there was a considerable number of errors which were avoided and not corrected by the teachers and learners during the classroom interactions. The findings also suggest that the scarcity of CF was in response to the teachers’ and learners’ conflicting beliefs about CF. This study provides a great opportunity to direct research towards the effects of teachers’ and learners’ beliefs on providing and receiving CF during classroom interactions, and find ways through which a socio-affective climate can be promoted in the language classroom in order to facilitate the provision of CF.
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Li, Shaofeng. "Oral corrective feedback." ELT Journal 68, no. 2 (December 13, 2013): 196–98. http://dx.doi.org/10.1093/elt/cct076.

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O'Brien, Teresa. "Writing in a foreign language: teaching and learning." Language Teaching 37, no. 1 (January 2004): 1–28. http://dx.doi.org/10.1017/s0261444804002113.

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This article is organised in five parts. The introduction defines the area covered and gives the rationale for a focus on FL writing research particularly in classroom contexts. The second section gives an overview of cognitive and social theoretical frameworks, noting that these have mainly been developed for L1 writing, and drawing attention to recent attempts to build models for FL writing. The third part covers research on process-based instruction, on teacher and peer feedback and on grammar correction. Part four deals with the growing use of computers in the teaching and learning of FL writing, looking particularly at work on word processing, software for teaching and research, at the relationships between network-based language teaching and process-oriented pedagogy and between writing and the development of oral communicative competence. The final part comments on research approaches, on FL writing and second language acquisition, and on post-process theory, concluding with a set of pedagogically-oriented research questions for the future.
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Afshari, Sajad, Azizollah Dabaghi, and Saeed Ketabi. "Oral corrective feedback on written errors." ITL - International Journal of Applied Linguistics 171, no. 2 (June 25, 2019): 253–79. http://dx.doi.org/10.1075/itl.18023.afs.

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Abstract The current study investigated the differential effect of two types of oral feedback – graduated oral corrective feedback (GOCF) in accordance with sociocultural theory (SCT) and supplemented direct oral corrective feedback (SDOCF) in accordance with cognitive-interactionist theory (CIT) – on Iranian pre-intermediate EFL learners’ written errors. The study used a pretest-treatment-immediate posttest-delayed posttest design with three groups. Two types of tests were employed to measure the learners’ explicit and implicit knowledge of English articles. The results of the repeated measures mixed-design ANOVAs and post-hoc analyses demonstrated that while both types of feedback significantly improved both types of knowledge in the immediate posttest, a clear advantage was found for the GOCF in the long term. The findings indicate that oral feedback, especially the GOCF within SCT, could be an effective means of addressing learners’ written errors and improving their implicit knowledge.
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Gómez Argüelles, Lizbeth, Edith Hernández Méndez, and Moisés D. Perales Escudero. "EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study." Profile: Issues in Teachers´ Professional Development 21, no. 1 (January 1, 2019): 107–20. http://dx.doi.org/10.15446/profile.v21n1.69508.

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This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.
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Alsolami, Radiah. "Effect of Oral Corrective Feedback on Language Skills." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 672. http://dx.doi.org/10.17507/tpls.0906.09.

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Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.
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Pfanner, Nasy Inthisone. "Teacher Corrective Oral Feedback in the Classroom." Journal of Language and Education 1, no. 2 (June 1, 2015): 46–55. http://dx.doi.org/10.17323/2411-7390-2015-1-2-46-55.

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The article reports on a study of teacher corrective oral feedback in Iris Becker Elementary School, a public school serving pupils from kindergarten-5th grade in Dearborn, Michigan. Some researchers claim that teacher corrective oral feedback is beneficial to L2 learning while others discard its merit. This study is an attempt to explore this topic further with young learners. The method used in the study included one classroom observation. The participants included one mainstream classroom teacher and about 25 students. The results show high teacher corrective oral feedback.
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Ananda, Dea Rizky, Emma Rosana Febriyanti, Moh Yamin, and Fatchul Mu’in. "Students’ Preferences toward Oral Corrective Feedback in Speaking Class at English Department of Lambung Mangkurat University Academic Year 2015/2016." Theory and Practice in Language Studies 7, no. 3 (March 1, 2017): 176. http://dx.doi.org/10.17507/tpls.0703.03.

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The aims of this research are to find out kinds of oral error corrective feedback which students prefer, to find out how oral error corrective feedback should be given which students prefer, and to find out when oral error corrective feedback should be given which students prefer. This research uses qualitative approach and the subjects of this research are 76 students of English Department of Lambung Mangkurat University in batch 2015 who are taking Speaking I course. By using total sampling technique, the subjects are given questionnaire to conduct the data. Then, the data will be analyzed and calculated. The result shows repetition becomes the most wanted kind of oral error corrective feedback which students prefer. Second, on how oral error feedback should be given, most of students prefer the lecturer gives corrective feedback privately or individually for every error which the students made. Last, the majority of students prefer being corrected in the classroom immediately. Overall, the students give positive attitude towards oral error corrective feedback. However, the lecturer should consider the appropriate kind and ways to give oral error corrective feedback to the students for it can help them in improving their English skills.
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Tineo, Patricia. "Aprendizaje significativo a través de la producción de textos de secuencia argumentativa y narrativa en Administración Hotelera / Meaningful learning through producing argumentative and narrative texts in Hospitality Management." Cuaderno de Pedagogia Universitaria 11, no. 21 (April 7, 2015): 68–74. http://dx.doi.org/10.29197/cpu.v11i21.203.

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Resumen Este proyecto de investigación-acción se llevó a cabo en el semestre 1-2013-2014 y representa el inicio de la integración de estrategias de alfabetización académica en la carrera de Administración Hotelera. Con su sistematización, se facilita a los alumnos el dominio de los procesos operativos propios de la recepción de un hotel, y se refuerzan las estrategias metacognitivas para el uso del léxico adecuado en esta sección de la industria de la hospitalidad. Durante el proceso, los estudiantes se agruparon heterogéneamente y, en trabajo colaborativo, investigaron sobre un tema, relacionaron varios conceptos y procesos, para luego de un contraste entre estos, elaborar un texto de secuencia argumentativa y otro de secuencia narrativa sobre el tema elegido. También practicaron sus habilidades discursivas expositivas tanto orales como escritas, al elaborar un reporte por escrito y preparar una presentación oral con los resultados de su labor. El seguimiento de la actividad fue de corrección procesual con retroalimentación, evaluación con rúbrica, corrección por pares y autoevaluación reflexiva. Este trabajo pretende constituir un aporte para la integración de estrategias de lectura y escritura en una asignatura clave de la carrera de Administración Hotelera. AbstractThis action research project was conducted in the 1-2013-2014 term and represents the beginning of the integration of academic literacy strategies in the career of Hotel Administration. With its systematization, it facilitates students mastering of their own operational processes of a hotel lobby and metacognitive strategies to use appropriate vocabulary in this section of the hospitality industry are also reinforced. During the process, students were grouped heterogeneously and in collaborative work, researched a topic, related several concepts and processes, then a contrast between these, to produce a text of argumentative sequence and a narrative sequence to reflect the chosen theme . They also practiced their skills both oral and written expository discourse, to prepare a written report and prepare an oral presentation on the results of their work. The follow up of the activity was procedural correction with feedback, evaluation rubric, peer correction and self-evaluation. The Department of Hotel Administration had not carried out a project of this nature before, so this work aims to make a contribution to the integration of reading and writing strategies in a key subject of the career.
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Sato, Masatoshi. "Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention." Modern Language Journal 97, no. 3 (August 22, 2013): 611–33. http://dx.doi.org/10.1111/j.1540-4781.2013.12035.x.

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Sippel, Lieselotte. "The impact of peer corrective feedback on vocabulary development." Foreign Language Annals 52, no. 3 (August 8, 2019): 595–611. http://dx.doi.org/10.1111/flan.12416.

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Tran, Minh. "Using Online Peer Corrective Feedback to Improve Students’ Writing." Issues in Language Instruction 5, no. 1 (January 10, 2018): 33–34. http://dx.doi.org/10.17161/ili.v5i1.7021.

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Tran, Minh. "Using Online Peer Corrective Feedback to Improve Students’ Writing." Issues in Language Instruction 5 (January 10, 2018): 33. http://dx.doi.org/10.17161/ili.v5i0.7021.

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Fitriana, Rinda. "STUDENTS’ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTS’ ORAL PRODUCTION." Script Journal: Journal of Linguistic and English Teaching 1, no. 1 (September 30, 2016): 46. http://dx.doi.org/10.24903/sj.v1i1.17.

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<p class="abstrak">This study aimed on revealing students’ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between students’ preference on the expected type corrective feedback (Explicit) and the teacher’s corrective feedback (Recast). The students’ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The students’ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated students’ thinking to discover the correct version.</p>
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Sato, Masatoshi, and Roy Lyster. "PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT." Studies in Second Language Acquisition 34, no. 4 (November 16, 2012): 591–626. http://dx.doi.org/10.1017/s0272263112000356.

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This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level 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. After one semester of intervention, the two CF groups improved in both overall accuracy and fluency, measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. This study draws on monitoring in speech-production theory and the declarative-procedural model of skill-acquisition theory to interpret these results, thus contributing a new theoretical approach to CF research in the context of peer interaction in which learners can be providers of CF. It is concluded that whereas peer interaction offered opportunities for repeated production practice, facilitating proceduralization, CF sharpened learners’ ability to monitor both their own language production and that of their interlocutors.
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Ul Hassan, Mehmood, and Dr Hisham Dzakiria. "Pakistani EFL Adult Learners’ Beliefs towards Corrective Feedback in Cooperative Learning Strategy." Journal of Social Sciences Research, Special Issue 5 (December 25, 2018): 749–53. http://dx.doi.org/10.32861/jssr.spi5.749.753.

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The purpose of the study was to investigate beliefs of Pakistani EFL learners towards corrective feedback in cooperative learning environment. The study is qualitative in nature and used narrative approach. This study emphasized on each student’s learning experiences with corrective feedback in cooperative learning strategy. 50 EFL students were divided into five groups. They were engaged in interdependence, group evaluation and face-to-face interaction for cooperative purpose for six week. The researcher observed that during first week some students in each group were hesitant in face-to-face and group evaluation activities. Later, in the third week they tried to play their part and increase their corrective feedback in L2 reading, writing and speaking activities. The interview questions were used to collect data from students. Observation was made, notes were prepared and interviews were recorded from each participant in order to understand their views about corrective feedback in Cooperative learning strategies. The findings of this study provided inspirations and motivation for English teachers to offer L2 learners suitable environment for corrective feedback. The results showed that students quickly realized being able to solve problems as a group that they could not solve as individuals. Students were satisfied by corrective feedback in peer coaching, and peer reviews.
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Martínez, Juan De Dios. "An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback." Colombian Applied Linguistics Journal 15, no. 2 (January 21, 2014): 265. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a08.

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This research study draws on research in SLA and language pedagogy and hopes to throw some light on the pedagogical effectiveness of the oral feedback process in L2 classrooms by focusing exclusively on the potential affective damage that teachers´ oral corrective feedback can cause among learners in classroom settings. The paper describes a study in which we investigated how EFL learners actually perceive or rather emotionally respond to the oral feedback process. This paper aims to investigate to what extent the way teachers provide oral corrective feedback is somehow associated with learners´ motivations and attitudes. For this purpose, a short questionnaire was designed and distributed among a sample of 208 EFL secondary school learners. The article first reviews the literature on the controversial role of corrective feedback in L2 classrooms. Next, the findings are reported and discussed. This research paper suggests that EFL learners emotionally respond to teachers´ oral corrective feedback in different ways. Additionally, it found evidence that anxiety can have a negative effect on the way learners benefit from the oral feedback process. Thus, the paper issues warnings about the potential affective damage oral corrective feedback can cause among learners in classroom situations.
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Bandarchian Rashti, Nesa, and Maryam Danaye Tous. "Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?" International Journal of Linguistics 8, no. 4 (August 20, 2016): 150. http://dx.doi.org/10.5296/ijl.v8i4.9766.

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<p>For decades now, there has been a good deal of research on factors affecting students’ oral corrective feedback preferences. Although it has been proven that learners’ characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students’ preferred type of oral corrective feedback, the claims regarding the impact of learners’ proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students’ level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners’ opinion about corrective feedback issues in an EFL context.</p>
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Solikhah, Imroatus. "ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASS OF ENGLISH DEPARTMENT." LINGUA: Journal of Language, Literature and Teaching 13, no. 1 (April 3, 2016): 87. http://dx.doi.org/10.30957/lingua.v13i1.14.

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The objective of this study is to see kinds of corrective feedbacks used by English lecturer in speaking class. The study used classroom based observation as the design, assigning 30 students and one speaking lecturer in English department University of Bantara (UNIVET) Sukoharjo. Data were collected using observation and interview. The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction.
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Haifaa, Faqeih, and Marsden Emma. "Oral Corrective Feedback and Learning of English Modals." Procedia - Social and Behavioral Sciences 136 (July 2014): 322–29. http://dx.doi.org/10.1016/j.sbspro.2014.05.337.

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Sepehrinia, Sajjad, and Mostafa Mehdizadeh. "Oral corrective feedback: teachers’ concerns and researchers’ orientation." Language Learning Journal 46, no. 4 (June 2016): 483–500. http://dx.doi.org/10.1080/09571736.2016.1172328.

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Kasim Al-Azzawi, Mohamed B., and Angela O. Zaya Al-Barwari. "A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq." Academic Journal of Nawroz University 9, no. 3 (July 17, 2020): 129. http://dx.doi.org/10.25007/ajnu.v9n3a770.

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This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.
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Ellis, Rod. "Oral corrective feedback in language teaching: A historical perspective." Avances en Educación y Humanidades 2, no. 2 (December 2, 2017): 7. http://dx.doi.org/10.21897/25394185.1482.

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AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.
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Hanif, Hira. "Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia." Indonesian TESOL Journal 3, no. 1 (March 31, 2021): 68–75. http://dx.doi.org/10.24256/itj.v3i1.1739.

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Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research? For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.
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Xu, Yi, and Lin Zhu. "Online peer feedback in second language Chinese writing." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 3 (December 31, 2019): 257–87. http://dx.doi.org/10.1075/csl.19012.zhu.

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Abstract Online peer feedback is advocated but not sufficiently used or researched in language classrooms, especially in Chinese as a foreign language (CFL) context. There is not sufficient evidence on the relationship of peer feedback type and revision, and controversies remain regarding learners’ perceptions of peer feedback, especially in terms of its trustworthiness. This study examines the typology, uptake, and learner perceptions of online peer feedback in an advanced level CFL classroom. Participants’ first drafts, feedback, and revisions in four writing assignments were analyzed and interviews were conducted. Feedback was mostly given on vocabulary, grammar, and character. 70.9% of the corrective feedback led to successful revision, and direct change, suggestion, and clarification most frequently led to revision. Participants generally trusted peer feedback, while they were also autonomous in giving feedback and deciding on uptakes. Learners’ positive perceptions include the comprehensibility of peer feedback and a sense of supportive community.
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Kita Ngatu, Simon Petrus. "Integrating Peer – Teacher Corrective Feedback in Writing Instruction in a Private Teachers College in Nagekeo – East Nusa Tenggara." ACITYA Journal of Teaching & Education 2, no. 1 (February 1, 2020): 19–33. http://dx.doi.org/10.30650/ajte.v2i1.533.

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This article aims at describing the process of applying the model of integrating peer-teacher corrective feedback in order to improve writing instruction in one of private teachers colleges in Nagekeo – East Nusa Tenggara. The research was designed by employing a Classroom Action Research (CAR) which was conducted within two cycles. The process of the research embraced a preliminary reflection, planning, actions, observations, and reflections. The research was conducted in one of the private teachers college in Nagekeo – East Nusa Tenggara and the participants of the study were the second semester students of English Study Program. They consisted of six students. The data were collected through a preliminary observation, interviews, writing tests, and field notes. The research was guided by several prominent studies under the issues of corrective feedback. Based on the data obtained, this study has identified that the implementation of peer – teacher corrective feedback improved the writing instruction in one of the private teachers college in Nagekeo – East Nusa Tenggara.
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Erlam, Rosemary, Rod Ellis, and Rob Batstone. "Oral corrective feedback on L2 writing: Two approaches compared." System 41, no. 2 (June 2013): 257–68. http://dx.doi.org/10.1016/j.system.2013.03.004.

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Rassaei, Ehsan. "Oral corrective feedback, foreign language anxiety and L2 development." System 49 (April 2015): 98–109. http://dx.doi.org/10.1016/j.system.2015.01.002.

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Sarandi, Hedayat. "Oral Corrective Feedback: A Question of Classification and Application." TESOL Quarterly 50, no. 1 (January 27, 2016): 235–46. http://dx.doi.org/10.1002/tesq.285.

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Ergül, Hilal. "Mitigating oral corrective feedback through linguistic strategies and smiling." Journal of Pragmatics 183 (October 2021): 142–53. http://dx.doi.org/10.1016/j.pragma.2021.07.018.

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Xu, Jinfen, Yumei Fan, and Qingting Xu. "EFL learners’ corrective feedback decision-making in task-based peer interaction." Language Awareness 28, no. 4 (September 24, 2019): 329–47. http://dx.doi.org/10.1080/09658416.2019.1668003.

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Hamed Mahvelati, Elaheh. "Learners’ perceptions and performance under peer versus teacher corrective feedback conditions." Studies in Educational Evaluation 70 (September 2021): 100995. http://dx.doi.org/10.1016/j.stueduc.2021.100995.

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Renner, Julia. "Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors." Vienna Journal of East Asian Studies 7, no. 1 (December 1, 2015): 197–226. http://dx.doi.org/10.2478/vjeas-2015-0007.

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Abstract This paper examines oral corrective feedback strategies in regard to pronunciation errors in a Chinese foreign language classroom. Traditional oral corrective feedback typologies (Lyster and Ranta 1997; Ellis and Sheen 2006; Sheen 2011) have been combined with Chinese pronunciation teaching methods and investigated in a case study conducted at the Department of East Asian Studies, University of Vienna. Two sessions of first year Chinese language laboratory classes were observed and recorded. The qualitative data analysis was carried out in two stages. First, traditional oral corrective feedback typologies were applied to the collected material in order to find out which types of corrective feedback were used (deductive analysis). The results revealed that corrective feedback on pronunciation errors are mostly given in an explicit manner. Therefore, as a second step, a differentiated typology of explicit correction was developed (inductive analysis). The main findings of this study are that pronunciation errors in a Chinese foreign language classroom are corrected explicitly and treated with methods of 1) explication, 2) comparison, and 3) reduction. The explicitness of these methods is further enhanced by 1) paralinguistic cues (stress, speech rate modification), 2) visualisations (gestures) and 3) additional verbalisation.
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Maawa, Paul Kharlo L., and Ruth Ortega-Dela Cruz. "REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY." International Journal of Language Education 1, no. 1 (March 5, 2019): 1. http://dx.doi.org/10.26858/ijole.v1i1.7794.

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The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.
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Iizuka, Takehiro, and Kimi Nakatsukasa. "Implicit and explicit corrective feedback and feedback exposure conditions." Instructed Second Language Acquisition 4, no. 1 (April 1, 2020): 3–48. http://dx.doi.org/10.1558/isla.38113.

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This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.
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Elfiyanto, Sonny, and Seiji Fukazawa. "Effect of teacher and peer written corrective feedback on writing components in EFL classrooms." JEES (Journal of English Educators Society) 5, no. 2 (October 9, 2020): 185–91. http://dx.doi.org/10.21070/jees.v5i2.826.

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This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS: Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone.
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Arianto, Rafki Okta. "Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection." Journal of English Education and Teaching 3, no. 4 (December 6, 2019): 413–28. http://dx.doi.org/10.33369/jeet.3.4.413-428.

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This study aimed to find out whether there is any effect of peer feedback through instagram on student’s writing recount text at the tenth grade students of SMA 4 Rejang Lebong. Quasi-experimental design, since two classes are taken as the sample of the study with 36 students X IPA 1 and 34 students X IPA 3. Which class experimental class and a controlled class. The experimental class is taught by doing peer feedback through instagram while the controlled class do not. Moreover, this research is conducted through the following procedures; pretest, treatments, and post-test. The data analyzed is gained through writing test. There was significant different between the students who taught by peer feedback through instagram and those who were taught by conventional teaching. It can be seen from the post-test result. The mean score in experimen class was 75,67 and the mean score in control class was 67,38. From the result of t tesr was obtained 3,03 while t table was 1,67. It was proved that t test obtained was higher than t table (3,03>1,67) which the null hypothesis (H0) is rejected and the hypothesis (H1) is accepted. Finally, it can be concluded that peer feedback through instagram is effective toward students’ writing ability in Recount text.
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Lyster, Roy, and Kazuya Saito. "ORAL FEEDBACK IN CLASSROOM SLA." Studies in Second Language Acquisition 32, no. 2 (April 23, 2010): 265–302. http://dx.doi.org/10.1017/s0272263109990520.

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To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners’ age. Results revealed that CF had significant and durable effects on target language development. The effects were larger for prompts than recasts and most apparent in measures that elicit free constructed responses. Whereas instructional setting was not identified as a contributing factor to CF effectiveness, effects of long treatments were larger than those of short-to-medium treatments but not distinguishable from those of brief treatments. A simple regression analysis revealed effects for age, with younger learners benefiting from CF more than older learners.
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Langit-Dursin, Richel. "Incidental Corrective Feedback by Classroom Teachers and Uptake by Bilingual Elementary Students in Teacher-Learner Interactions." Indonesian JELT: Indonesian Journal of English Language Teaching 11, no. 1 (May 31, 2016): 47–67. http://dx.doi.org/10.25170/ijelt.v11i1.1489.

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The study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers and 362 elementary students able to speak English, Bahasa Indonesia, and Chinese from a school implementing an international curriculum participated in the research. The study revealed that (1) different corrective feedback types, namely recast, explicit correction, clarification request, metalinguistic feedback, repetition, and elicitation were not specifically linked with phonological, grammatical, and lexical errors in speaking; (2) recast led to high uptake in the form of incorporation but not student-generated repair; (3) repetition was the most common type of uptake by bilingual elementary students; and (4) classroom teachers and elementary students wanted teachers to correct errors and give delayed error correction but have different perspectives on the frequency of doing it. For classroom teachers, learners’ errors have to be corrected all the time but for students, errors have to be corrected sometimes. Peer application of corrective feedback and repeated error by another student are new kinds of uptake based on the results of the classroom-based research.
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