Learners' oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error

System ◽  
2016 ◽  
Vol 61 ◽  
pp. 75-86 ◽  
Author(s):  
Juan Yang
Keyword(s):  
Corrective Feedback ◽  
Cultural Background ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
Feedback Preferences ◽  
Types Of Error

Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?

2016 ◽  
Vol 8 (4) ◽  
pp. 150 ◽  
Author(s):  
Nesa Bandarchian Rashti ◽  
Maryam Danaye Tous
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Good Deal ◽  
Potential Effect ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
One Step ◽  
Feedback Preferences ◽  
The Impact

<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>

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

Comprehensive corrective feedback on low and high proficiency writers

2017 ◽  
Vol 168 (1) ◽  
pp. 91-128 ◽  
Author(s):  
Marisela Bonilla López ◽  
Elke Van Steendam ◽  
Kris Buyse
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Accuracy Improvement ◽  
Text Revision ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Accuracy ◽  
Feedback Preferences

Abstract This study investigated the effects of comprehensive feedback on learners’ grammatical accuracy during text revision and in new writing tasks in light of proficiency level. It also sought to determine to what extent learners’ proficiency level plays a role in their feedback preferences and attitudes towards the feedback. The participants were 52 low proficiency and 39 high proficiency foreign language university learners, who were randomly assigned to a direct corrective feedback, a metalinguistic feedback with rule reminders, and a self-correction group. All learners wrote four compositions and completed a questionnaire after the treatment to elicit their attitudes towards the feedback and their feedback preferences. Results showed that the treatment effectively enhanced both low and high proficiency learners’ immediate grammatical accuracy and accuracy improvement. Also, a relation between proficiency level and learners’ attitudes towards the feedback as well as an association between proficiency level and learners’ feedback preferences were found.

scholarly journals Oral Corrective Feedback Preferences of University Students in English Communication Classes

2020 ◽  
Vol 6 (1) ◽  
pp. 172
Author(s):  
Hulya Unsal Sakiroglu
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Student Attitudes ◽  
Elevated Level ◽  
Corrective Feedback ◽  
Self Report ◽  
Language Competence ◽  
Oral Corrective Feedback ◽  
Language Exposure ◽  
Feedback Preferences

The ultimate goal of teaching foreign language is to achieve an elevated level of language competence via providing maximum language exposure and minimum learner mistakes. To fulfill the goal, many strategies have been developed. One of the strategies is the provision of feedback during the formal speaking courses. Nevertheless, format of the oral corrective feedback in English as a foreign language (EFL) classes has been controversial regarding methods of correction, timing of correction and target errors. Moreover, learner attitudes toward correction are deemed to be an important component. In this study, the aim was to investigate how and when the error correction should take place in EFL communicative classes based on students’ perspectives. A total of 65 students at Kafkas University who were pre-intermediate and intermediate levels were interviewed using a self-report questionnaire, 14 of which were discarded due to irrelevant and redundant replies. The results revealed that 90% of the learners would like to be corrected when they had errors during the process of speaking English. Majority of the students indicated the preference to be corrected after finishing turn with nice and friendly manners. The results indicated that teachers should be aware of student attitudes toward oral corrective feedback.

scholarly journals Corrective feedback preferences of primary school and university students

2020 ◽  
Vol 5 (9) ◽  
pp. 489
Author(s):  
Feryal Cubukcu ◽  
Kubra Aksak
Keyword(s):  
University Students ◽  
Primary School ◽  
Teaching And Learning ◽  
Sampling Method ◽  
Corrective Feedback ◽  
Important Place ◽  
Written Production ◽  
Proficiency Level ◽  
Convenience Sampling ◽  
Feedback Preferences

Corrective feedback has attracted more and more attention as it has an important place in language teaching and learning process (Kim, 2004). In this respect, Sheen and Ellis (2011) define corrective feedback as “the feedback that learners receive on the linguistic errors they make in their oral or written production in a second language (L2)” (p. 593). The main aim of this study is to investigate the most and the least corrective feedback types preferred by primary school and university students. The participants of the study determined by the convenience sampling method comprise 50 primary school and 50 university students. Students are required to mark the feedback types they prefer when they make errors. The results indicate that recasts and asking direct questions are the most favored feedback types chosen by students despite the proficiency level gap.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

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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