scholarly journals An Investigation of Oral Corrective Feedback in an ESL Listening and Speaking Class

2019 ◽  
Vol 10 (1) ◽  
pp. 197 ◽  
Author(s):  
Ning Fan
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Essential Role ◽  
Corrective Feedback ◽  
Well Being ◽  
Esl Students ◽  
Esl Teachers ◽  
Oral Corrective Feedback ◽  
Mental Well Being ◽  
Listening And Speaking

The ability of listening and speaking has been playing an essential role in helping English as a Second Language (ESL) students in terms of academic performance and mental well-being. Oral corrective feedback (CF) provided by ESL teachers is important in the improvement of students’ listening and speaking ability. However, conflicting results exist about the frequency of oral CF used by ESL teachers. The present paper focuses on the frequency of oral CF used by a teacher in a university ESL listening and speaking class. The results show that there are 13 types of oral CF in a total of 154 turns of interactions between the teacher and the students.

Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices

2018 ◽  
Vol 24 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Eva Kartchava ◽  
Elizabeth Gatbonton ◽  
Ahlem Ammar ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Esl Teachers ◽  
Oral Corrective Feedback ◽  
Second Language Teachers ◽  
Actual Teaching

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic ESL class. The classes were video-recorded and 30-minute teacher-fronted communicative segments from the lessons were analysed for the number and type of errors learners made and the teachers addressed. Results indicate a multifarious relationship between stated beliefs and actual teaching practices in that while the teachers corrected fewer errors than they believed they would, they preferred the same corrective techniques in both hypothetical and actual teaching situations. Most notably, the study suggests that the complexities of the language classroom and the pre-service teachers’ lack of experience at integrating theoretical knowledge and practical skills, lead them to behave overall as native-speaking interlocutors, not as language teachers. Implications for teacher training are discussed.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

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.

Using the Achieving Success Everyday (ASE) Group Model to Promote Self-Esteem and Academic Achievement for English as a Second Language (ESL) Students

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600
Author(s):  
Qi Shi ◽  
Sam Steen
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Second Language ◽  
Preliminary Data ◽  
Self Esteem ◽  
Group Model ◽  
Esl Students ◽  
Modest Improvement

The Achieving Success Everyday (ASE) group model is used to promote self-esteem and academic performance of English as a second language (ESL) students. The findings from the preliminary data indicated that the participants' self-esteem was significantly improved after participation in the group. There was no significant improvement in the total GPA of the participants, although 75% of the participants made modest improvement in GPA. This article explores implications for practice and research.

scholarly journals Role-Play: Taking the Line of Least Resistance

2012 ◽  
Vol 2 (2) ◽  
pp. 258
Author(s):  
Mohamad Jafre Zainol Abidin ◽  
Monir Sadat Hosseini ◽  
Monir Sadat Hosseini
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Essential Role ◽  
Role Play ◽  
Esl Students ◽  
Effective Technique ◽  
Esl Classroom

Today, one of the main concerns in second language acquisition is to learn how to communicate orally with others. So speaking has played an increasingly essential role in second language settings. However, in many universities, ESL students rarely communicate effectively in English with other people. They would rather remain passive when a communicative task is assigned. Such a phenomenon has long left many ESL practitioners defeated. This had prompted the research to ascertain the effectiveness of role-play in eradicating the problem. Using Kolb (1984) model in the ESL classroom experimentally, after fourteen weeks, the outcomes showed that role-play is an effective technique to enhance the learners' confidence and their oral competency.

Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance

1997 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Second Language Learning ◽  
Secondary Level ◽  
Language Teachers ◽  
Esl Students ◽  
Esl Teachers ◽  
Writing Classes ◽  
Learning English

This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.

scholarly journals ORAL CORRECTIVE FEEDBACK IN EFL/ESL CLASSROOMS: CLASSIFICATION MODELS

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Pham Thi Hanh ◽  
Pham Xuan Tho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Classification Models ◽  
Oral Corrective Feedback

Corrective feedback in general, and oral corrective feedback (OCF) in particular, has been of interest to both language teachers and researchers in second language acquisition (SLA). Teachers focus more on positive feedback and concern if corrective feedback should be provided, and when and how to provide it (Ellis, 2017). By comparison, SLA researchers pay attention to negative feedback and its effectiveness. Having received great interest, there have been a number of attempts in defining and classifying OCF up to date. Different models of classification have been proposed with different aspects of OCF taken into consideration, namely implicitness/explicitness and input-providing and output-prompting. This paper aims to review a body of literature on OCF classification models in the field of SLA.

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