ORAL FEEDBACK IN CLASSROOM SLA

2010 ◽  
Vol 32 (2) ◽  
pp. 265-302 ◽  
Author(s):  
Roy Lyster ◽  
Kazuya Saito
Keyword(s):  
Language Development ◽  
Meta Analysis ◽  
Corrective Feedback ◽  
Target Language ◽  
Instructional Setting ◽  
Older Learners ◽  
Oral Feedback ◽  
Language Classroom ◽  
Oral Corrective Feedback ◽  
Simple Regression Analysis

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.

scholarly journals Oral Corrective Feedback on Pronunciation Errors: The Mediating Effects of Learners’ Engagement with Feedback

2021 ◽  
Vol 12 (4) ◽  
pp. 68
Author(s):  
Hooman Saeli ◽  
Payam Rahmati ◽  
Mohammadreza Dalman
Keyword(s):  
Language Development ◽  
Corrective Feedback ◽  
Cognitive Strategies ◽  
Cognitive Engagement ◽  
Effective Communication ◽  
Affective Engagement ◽  
Mediating Effects ◽  
Oral Corrective Feedback ◽  
Efl Students ◽  
Positive Engagement

This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

Oral corrective feedback on written errors

2019 ◽  
Vol 171 (2) ◽  
pp. 253-279
Author(s):  
Sajad Afshari ◽  
Azizollah Dabaghi ◽  
Saeed Ketabi
Keyword(s):  
Repeated Measures ◽  
Effective Means ◽  
Corrective Feedback ◽  
Implicit Knowledge ◽  
Oral Feedback ◽  
Oral Corrective Feedback ◽  
English Articles ◽  
Post Hoc ◽  
Explicit And Implicit Knowledge

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.

scholarly journals The Effect of Oral Corrective Feedback on Article Errors in L3 English: Prompts vs. Recasts

2018 ◽  
Vol 11 (8) ◽  
pp. 143
Author(s):  
Pawan M. Doski ◽  
Filiz Cele
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Feedback Group ◽  
Third Language ◽  
Oral Feedback ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Omission Errors ◽  
Better Than

This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre-, post-, and delayed post-tests. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a Forced Choice Elicitation Task (FCET) as a pre-test. The same test was given to the three groups as post- and delayed post-tests. Between the pre-test and the post-test, the prompt and recast groups took a treatment which involved an interactional activity that aimed the FCET, in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English.Results showed that all groups were the same in the pre-test. In addition, both the prompt and recast groups were similar in post-test but were significantly better than the group which did not receive any feedback. In delayed post-test, the prompt group significantly outperformed the other two groups. These findings suggest that prompts are more effective than recasts in providing oral feedback over the long term. The error analysis, on the other hand, revealed that among the four contexts of articles, all students had the highest error rate in the [-def, +spec] context in both pre- and post-tests. These were substitution errors rather than omission errors, which shows that the students fluctuated between definiteness and specificity settings. In delayed post-test, the prompt group significantly made fewer errors than the other two groups.

scholarly journals Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors

2015 ◽  
Vol 7 (1) ◽  
pp. 197-226
Author(s):  
Julia Renner
Keyword(s):  
Foreign Language ◽  
Speech Rate ◽  
Corrective Feedback ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
East Asian Studies ◽  
Two Stages

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.

scholarly journals An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback

2014 ◽  
Vol 15 (2) ◽  
pp. 265 ◽  
Author(s):  
Juan De Dios Martínez
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Feedback Process ◽  
Efl Learners ◽  
Language Pedagogy ◽  
Oral Feedback ◽  
Oral Corrective Feedback ◽  
Negative Effect ◽  
The Way

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.

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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