The Effect of Implicit versus Explicit Corrective Feedback on Intermediate EFL Learners' Speaking Self-efficacy Beliefs

2016 ◽  
Vol 6 (5) ◽  
pp. 1066 ◽  
Author(s):  
Hajar Shamiri ◽  
Mohammad Taghi Farvardin
Keyword(s):  
Self Efficacy ◽  
Corrective Feedback ◽  
Likert Scale ◽  
Efficacy Beliefs ◽  
Female Students ◽  
Efl Learners ◽  
Efl Teachers ◽  
Different Types ◽  
Implicit And Explicit

Although a majority of previous studies have investigated the efficacy of corrective feedback (CF) and a number of them have compared implicit and explicit CF types, there are still many variables, one of which is speaking self-efficacy, that have not been investigated along with CF. Therefore, this study aimed to compare implicit versus explicit CF to see if they affect EFL learners' speaking self-efficacy beliefs differently. To this aim, 44 intermediate EFL learners were randomly assigned to two implicit (n=22) and explicit groups (n=22). All participants were female students whose age ranged from 14 to 35. In the first session, speaking self-efficacy questionnaire (Hairuzila et al., 2011) including 23 items with choices on a 5-point Likert scale was administered to the participants. After 18 sessions of receiving two different types of CF, the same questionnaire with some changes in the order of the items was given to the participants. The results revealed that there were no significant differences between the implicit and explicit groups regarding their speaking self-efficacy beliefs. Moreover, a follow-up interview was held with 12 participants two weeks after the end of the treatment. The results of the interview showed that the participants in the implicit group had more positive beliefs towards speaking self-efficacy than the explicit group. The results have some implications for EFL learners, EFL teachers, curriculum designers and teacher trainers.

scholarly journals Exploring Native and Non-Native EFL Teachers’ Oral Corrective Feedback Practices: An Observational Study

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Yusuf Demir ◽  
Kemal Sinan Özmen
Keyword(s):  
Corrective Feedback ◽  
Cultural Influences ◽  
Teaching Experience ◽  
Efl Context ◽  
Efl Teachers ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
English Speaking ◽  
Native English Speaking Teachers

Commonly defined as L2 teachers’ responses to learners’ erroneous utterances, oral correctivefeedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreignlanguage classes and has gained growing momentum in SLA research in recent years.However, how OCF preferences of English teachers vary in terms of their native-nonnativespeaker status remains as an uncharted territory of inquiry specifically in an expanding-circlecontext. This study aims to reveal the differences between in-class OCF practices of native andnon-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and toexplore the cross-cultural influences that might affect these practices. To these ends, structuredclassroom observations and interviews were conducted with seven NESTs and seven NNESTs.The findings of the observations showed that the NESTs’ and NNESTs’ in-class OCF practicesdiffered considerably in terms of their tolerance of errors, preferred OCF types, the amount ofOCF and different types of OCF to different types of errors. Moreover, the follow-up interviewfindings demonstrated some similar and different dispositions between the teacher groupsconcerning several dimensions (whether, how, when, and which errors should be corrected, andby whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.

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 Relationship among Iranian EFL Learners’ Self-efficacy, Autonomy and Listening Comprehension Ability

2015 ◽  
Vol 8 (12) ◽  
pp. 158 ◽  
Author(s):  
Haleh Mojarrabi Tabrizi ◽  
Mahnaz Saeidi
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Correlation Coefficients ◽  
Efficacy Beliefs ◽  
Self Report ◽  
Efl Learners ◽  
Comprehension Ability ◽  
Language Proficiency Test

<p>This study investigated the interrelationships among<strong> </strong>EFL learners’ self-efficacy, autonomy and listening comprehension ability. Ninety female learners of intermediate level participated in the study. They were between 16 and 24 years old. In order to obtain the required data on the three variables (i.e., self-efficacy, autonomy, and listening comprehension ability), the researchers, after administering a standard language proficiency test to ensure the participants’ homogeneity, used<em> </em>Listening Self-efficacy Beliefs Questionnaire, Listening Autonomy Questionnaire, and Listening Proficiency Test, respectively. First, the participants were asked to complete the two self-report scales, after which they were given a listening comprehension test to attain their listening comprehension ability. The data were analyzed using three Pearson’s Product-moment correlation coefficients to assess the relationships among the research variables. The findings revealed that there was a positive correlation among Iranian EFL learners’ listening self-efficacy beliefs, listening autonomy, and listening comprehension ability. Accordingly, it is suggested that building self-efficacy and autonomy in listening comprehension is crucial to ensure the success of EFL learners in listening comprehension.</p>

scholarly journals MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Luu Thi Huong
Keyword(s):  
Foreign Language ◽  
Research Question ◽  
Corrective Feedback ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
English Speaking

This study aimed at examining matches or mismatches between teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at a Vietnamese university. Observation and two parallel questionnaires adapted from Katayama (2007) and Smith (2010) were used to gather data from five EFL teachers and 138 English-majored students. Multiple findings pertaining to each research question were revealed. Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur.

scholarly journals PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT

2017 ◽  
Vol 16 (5) ◽  
pp. 678-693
Author(s):  
Serap Çalışkan
Keyword(s):  
Analysis Of Variance ◽  
Self Efficacy ◽  
Univariate Analysis ◽  
Efficacy Beliefs ◽  
State University ◽  
Univariate Anova ◽  
Simple Regression Analysis ◽  
The One ◽  
Physics Course

The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to examine whether physics anxiety and self-efficacy beliefs differ depending on pre-service teachers' achievement in physics and their gender. The research was conducted with 344 pre-service teachers enrolled at a state university in Turkey. The data obtained were analyzed using means (M), standard deviation (SD), simple regression analysis, the one-way multivariate analysis of variance (one-way MANOVA) and as a follow-up test, the univariate analysis of variance (univariate ANOVA). The outcome of the research indicating the physics anxiety of the pre-service teachers was a significant predictor of their physics self-efficacy, significant differences between physics anxiety and self-efficacy depending upon the level of achievement in the physics course, also showing that in general, female pre-service teachers had significantly higher levels of anxiety compared to males and that with respect to self-efficacy, differences were in favor of male pre-service teachers only in the dimension of problem-solving in physics. Keywords: physics anxiety, physics self-efficacy, pre-service teachers' gender, physics achievement.

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