scholarly journals Learners’ oral corrective feedback perceptions and preferences in Thai as a foreign language tertiary setting

2020 ◽  
Vol 16 (2) ◽  
pp. 912-929
Author(s):  
Watcharapol WİBOOLYASARİN ◽  
Kanokpan WİBOOLYASARİN ◽  
Nattawut JİNOWAT
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Oral Corrective Feedback ◽  
Feedback Perceptions

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.

scholarly journals TEACHERS’ PERCEPTIONS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSES: A CASE AT COLLEGES IN THE MEKONG DELTA, VIETNAM

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Ngan Kim Tran ◽  
Cang Trung Nguyen
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Mekong Delta ◽  
College Teachers ◽  
Teachers Perceptions ◽  
Area Of Interest ◽  
Language Classes ◽  
Oral Corrective Feedback

Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

scholarly journals Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

Humaniora ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 25
Author(s):  
Zaky Dzulhiza Hawin Amalia ◽  
Endang Fauziati ◽  
Sri Marmanto
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
English As Foreign Language ◽  
Additional Information ◽  
Metalinguistic Feedback ◽  
Oral Corrective Feedback ◽  
Clarification Request

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

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 Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback

2018 ◽  
Vol 6 (3) ◽  
pp. 798-816 ◽  
Author(s):  
Eun Jeong Esther Lee
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Culturally Sensitive ◽  
English Learning ◽  
Esl Students ◽  
Classroom Experiences ◽  
Advanced Level ◽  
Oral Corrective Feedback

The author in this study examines how advanced-level adult English as a Second Language (ESL) students’ previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers’ oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants’ prior English learning, and to determine how their experiences influence how they perceive CF in ESL classrooms. Understanding these patterns of perception will enhance ESL professionals’ abilities to create effective and culturally sensitive ESL classrooms.

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