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.

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

scholarly journals The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures

2016 ◽  
Vol 6 (3) ◽  
pp. 127
Author(s):  
Firoozeh Abedini ◽  
Mohammadtaghi Shahnazari
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Efl Learners ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
Third Person ◽  
Clarification Request ◽  
Grammatical Structures

<p>This study investigated whether the effects of different types of corrective feedback (CF) (simple clarification request, enhanced prompt and elliptical elicitation) would differ on the acquisition of different types of grammatical structures. The target grammatical structures were verb endings (morphological morphemes) in three different English tenses including the simple present third person singular “-s”, the present continuous verb formation marker “-ing”, and the simple past verb ending” -ed”. These targets were chosen because they are rather problematic for EFL learners to acquire. For this purpose, 31 L1 Persian EFL learners at intermediate level were given an opportunity to carry out some tasks and were provided with different types of CF on their erroneous utterances. Data analysis on the output accuracy following feedback on the three grammatical targets showed that the proportion of errors corrected in response to CF in the form of enhanced prompt was more than the proportion of errors corrected in response to the other two types of CF. These results suggest that the more explicit the CF, the more effective it would be in correcting language learners’ erroneous utterances regardless of the type of given grammatical structure.</p>

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>

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.

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.

scholarly journals The locus of written corrective feedback in various SLA theories

2021 ◽  
Vol 31 (1) ◽  
pp. 112-139
Author(s):  
Ehsan Abbaspour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Oral Feedback ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Shed Light

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.

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.

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