Corrective Feedback in Second versus Foreign Language Contexts

2021 ◽  
pp. 473-493
Author(s):  
Maria del Pilar García Mayo ◽  
Ruth Milla
Keyword(s):  
Foreign Language ◽  
Corrective Feedback

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

scholarly journals Online Peer Feedback in Beginners’ Writing Tasks

2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Corrective Feedback ◽  
Online Communication ◽  
The Body ◽  
Online Environment ◽  
Tutoring Program ◽  
Written Corrective Feedback ◽  
Reciprocal Peer Tutoring ◽  
Made In

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES

2013 ◽  
Vol 36 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Laura Gurzynski-Weiss ◽  
Melissa Baralt
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Intermediate Level ◽  
Face To Face ◽  
Stimulated Recall ◽  
Computer Mediated ◽  
Accurate Perception ◽  
Learner Perception

Theoretical claims about the benefits of corrective feedback have been largely premised on learners’ noticing of feedback (e.g., Gass & Mackey, 2006; Long, 1996; Schmidt, 1990, 1995; Swain, 1995), and findings have demonstrated that both the feedback target (Mackey, Gass, & McDonough, 2000) and the mode of provision (Lai & Zhao, 2006) can affect learners’ accurate perception of feedback. The current study extended this research by investigating learners’ perception and use of feedback provided in task-based interaction in both computer-mediated (CMC) and face-to-face (FTF) modes. Utilizing stimulated recall, the study examined if 24 intermediate-level learners of Spanish as a foreign language accurately noticed feedback as feedback, if they noticed the feedback target, and if the environment in which they interacted (CMC vs. FTF) made a difference in their accuracy. The study also investigated if modality affected opportunities for modified output immediately following feedback and if learners used those opportunities differently according to mode. Results demonstrated that, overall, learners did notice feedback as feedback in both modes. Contrary to expectations, there were no statistical differences between modes in feedback perception accuracy. Significant differences were found, however, in learners’ opportunities for and use of feedback depending on the interaction environment and the type of error being addressed.

scholarly journals MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Luu Thi Huong
Keyword(s):  
Foreign Language ◽  
Research Question ◽  
Corrective Feedback ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
English Speaking

This study aimed at examining matches or mismatches between teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at a Vietnamese university. Observation and two parallel questionnaires adapted from Katayama (2007) and Smith (2010) were used to gather data from five EFL teachers and 138 English-majored students. Multiple findings pertaining to each research question were revealed. Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur.

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