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.

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>

scholarly journals The Impact of Immediate and Delayed Corrective Feedback on Iranian EFL Learners’ Willingness to Communicate

2017 ◽  
Vol 6 (6) ◽  
pp. 28
Author(s):  
Mahtab Zadkhast ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Willingness To Communicate ◽  
Control Group ◽  
Immediate Feedback ◽  
Intermediate Students ◽  
Efl Learners ◽  
Group 2 ◽  
The Impact ◽  
Experimental Group ◽  
Group 1

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

scholarly journals A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners

2016 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Yazdan Azizi Khah ◽  
Majid Farahian
Keyword(s):  
Corrective Feedback ◽  
Writing Performance ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Errors ◽  
Writing Assignment ◽  
The Impact

<p>The present study aimed at investigating the impact of two different strategies of providing written corrective feedback on English as foreign language (EFL) learners’ writing performance. To achieve this goal, sixty EFL learners who participated in the study were assigned into two groups. Throughout the period of the study, two techniques of written feedback, metalinguistic feedback and explicit correction feedback were put into practice as the treatment. The first writing assignment was used as the pretest and the last writing assignment was the posttest. To determine the proficiency level of the participants, A Nelson English Proficiency Test was used. The result of the paired t-tests showed that the writing performance of two groups improved; however, the independent t-test was performed between the posttests of the two groups indicated that the group with metalinguistic feedback had greater improvement than the group which received the explicit correction feedback. The findings suggest that providing teacher corrective feedback is effective in reducing EFL learners’ grammatical errors and improves their writing achievement.</p>

scholarly journals Effectiveness of Proactive Intensive FFI in Cultivating Grammatical Knowledge of Iranian EFL Learners at Different Proficiency Levels

2016 ◽  
Vol 9 (3) ◽  
pp. 197
Author(s):  
Amir Rooholamin ◽  
Reza Biria ◽  
Hamid Reza Haghverdi
Keyword(s):  
Corrective Feedback ◽  
Control Groups ◽  
Grammatical Knowledge ◽  
Advanced Learners ◽  
Efl Learners ◽  
Treatment Groups ◽  
Proficiency Levels ◽  
Grammatical Development ◽  
Proficiency Level ◽  
Experimental Group

<p>The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels ameliorated in the wake of exposure to proactive intensive FFI (b) whether the grammatical knowledge of the learners at the two proficiency levels improved equally or not, and (c) whether there was an interaction effect between the FFI and the proficiency level, which affected the grammatical development of the learners. To meet these objectives, 119 intermediate and advanced EFL learners at Sadr Institute of Higher Education in Isfahan, Iran were asked to take part in this study. To ascertain the homogeneity of the participants, a QPT was administered to them. The learners in each proficiency level were assigned to a control and an experimental group and they sat for a grammar pretest. Subsequently, the learners in the treatment groups received proactive intensive FFI (metalinguistic explanations followed by repeated form-focused tasks and explicit corrective feedback on form) in their free discussion classes, while those in the control groups participated in classes bereft of FFI. After 9 sessions of instruction, the learners took a posttest. Such statistical tools as paired sample <em>t</em> test and two-way ANOVA were utilized to analyze the collected data, and the following results were obtained: (a) both intermediate and advanced group learners experienced a boost in their grammatical knowledge after being exposed to proactive intensive FFI (b) the treatment in the current study was more beneficial to intermediate EFL learners’ grammatical development than it was to advanced learners’, and (c) proactive intensive FFI, proficiency level, and the interaction between them all were instrumental in molding the grammatical knowledge of Iranian EFL learners. The implications for EFL practitioners are enumerated in the paper.</p>

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.

scholarly journals A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

2016 ◽  
Vol 6 (6) ◽  
pp. 183
Author(s):  
Roya Keshavarz ◽  
Amin Marzban
Keyword(s):  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Teaching Methodology ◽  
Moderator Variable ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
And Control

<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

How do learners engage with oral corrective feedback on lexical stress errors?

2020 ◽  
Vol 43 (3) ◽  
pp. 247-276
Author(s):  
Hooman Saeli ◽  
Mohammadreza Dalman ◽  
Payam Rahmati
Keyword(s):  
Corrective Feedback ◽  
Cognitive Engagement ◽  
Lexical Stress ◽  
Cognitive Resources ◽  
Efl Learners ◽  
Oral Corrective Feedback ◽  
Negative Perceptions ◽  
Direct Feedback

Abstract This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

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