scholarly journals Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110475
Author(s):  
Andrew Schenck
Keyword(s):  
Foreign Language ◽  
Meta Analysis ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
Efl Learners ◽  
Grammatical Complexity ◽  
Self Repair

Past experimental studies of corrective feedback (CF) have isolated factors like grammatical complexity, learner proficiency, and L1 one by one, carefully designing experiments that eliminate the influence of “extraneous” factors. Because each factor is actually codependent, more holistic study is needed. Eleven studies, all of which had English as a Foreign Language (EFL) learners with a Persian L1 and productive measures of speech or writing, were selected for meta-analytic examination. Results suggest that type of grammatical feature, as well as associated learner variables such as L1 similarity or proficiency, collectively influence the efficacy of different CF types. As variables jointly add to the difficulty of a grammatical feature, CF providing a kind of scaffold, in the form of a written or oral reformulation from the teacher, appears to be the most effective. As grammatical difficulty decreases, learners appear to benefit from CF in which the learner is compelled to self-repair.

scholarly journals Effects of recasts, clarification requests on suprasegment development of English intonation

2021 ◽  
pp. 311-325
Author(s):  
Wei Zhang ◽  
Hui Chang ◽  
Yi Liao
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Phonological Knowledge ◽  
Different Types ◽  
Acoustic Analyses ◽  
Language Input

A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types of corrective feedback-recasts and clarification requests-can differentially affect the suprasegment development of English intonation. All participants received 5 treatment sessions designed to encourage them to notice and practice the target feature in meaningful discourse; recasts or clarification requests were provided to the participants’ untargetlike production, except those in the control group (n=34), who received comparable instruction but without corrective feedback. Acoustic analyses were conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity and tone selection elicited via pretest and posttest measures targeting trained instances and untrained instances. The results showed that 1) recasts are more effective than clarification requests on EFL learners’ suprasegment development of English intonation; 2) recasts may not only lead learners to establish, reinforce and generalize their new phonological knowledge of English intonation that they had practiced during the treatments, but also help them transmit their attention from trained to untrained learning of foreign language input at a suprasegmental level.

scholarly journals Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

2020 ◽  
Vol 13 (2) ◽  
pp. 16
Author(s):  
Maysa M. Qutob ◽  
Abeer Ahmed Madini
Keyword(s):  
Foreign Language ◽  
Private School ◽  
Corrective Feedback ◽  
Efl Learners ◽  
Constructive Feedback ◽  
Different Types ◽  
Written Assignments ◽  
Qualitative Part ◽  
To Receive ◽  
One Way Anova

The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

scholarly journals Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies

2020 ◽  
Vol 13 (7) ◽  
pp. 97
Author(s):  
Albatool Abalkheel ◽  
Tara Brandenburg
Keyword(s):  
Meta Analysis ◽  
Harmful Effect ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
Language Teachers ◽  
Student Writing ◽  
Written Feedback ◽  
Written Corrective Feedback ◽  
Quasi Experimental ◽  
Over Time

Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In this meta-analysis, ten quasi-experimental studies of written corrective feedback are examined to analysis the overall effect of CF and compare the variations of CF. It is shown that written corrective feedback in general is inconclusive as a predictor of student improvement in writing over time and the efficacy of the feedback depends on its focus. It is also shown that focused written feedback has any overall positive effect on student’s writing, whereas comprehensive written feedback has the potential to have a harmful effect on student’s writing over time.

scholarly journals The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

ExELL ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Ana Tankosić ◽  
Vildana Dubravac
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Writing Assignments ◽  
Efl Learners ◽  
English Classes ◽  
Writing Assignment ◽  
Two Measures

AbstractEnglish is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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