scholarly journals Using Drama Approach and Oral Corrective Feedback in Enhancing Language Intelligibility and Oral Fluency among English Majors

2020 ◽  
Vol 10 (11) ◽  
pp. 1453
Author(s):  
Samah Ahmed Mohammed Elborolosy
Keyword(s):  
Saudi Arabia ◽  
Conventional Method ◽  
Corrective Feedback ◽  
Kingdom Of Saudi Arabia ◽  
Oral Fluency ◽  
English Majors ◽  
Oral Corrective Feedback ◽  
Feedback Data ◽  
Clarification Request ◽  
Experimental Group

The present paper investigated the effect of drama approach and oral corrective feedback on improving English majors intelligibility and oral fluency at Shaqra’ University, Kingdom of Saudi Arabia. The tools of the present paper were an interview, pre-posttests, a rubric of the scoring scale and an observation checklist. The participants of the paper were thirty English majors. The paper compared the conventional method to the intervention based on two types of drama approach strategies and three types of oral corrective feedback. Data were statistically analyzed to test the hypotheses. The results indicated that there were no significant differences between the paper groups due to the conventional method in the pretest, whereas there were significant differences in the posttest in favor of the experimental group due to the intervention. Findings of the observation techniques indicated that thought tracking was preferred by the students to soundscape and clarification request mostly used by the teacher.

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 Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia

2021 ◽  
Vol 3 (1) ◽  
pp. 68-75
Author(s):  
Hira Hanif
Keyword(s):  
Saudi Arabia ◽  
Error Correction ◽  
Empirical Evidence ◽  
Corrective Feedback ◽  
Saudi Arabian ◽  
University Teachers ◽  
Short Questionnaire ◽  
Efl Context ◽  
Efl Teachers ◽  
Oral Corrective Feedback

Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research?  For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.

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 Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Risna Saswati
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Corrective Feedback ◽  
Classroom Observations ◽  
Correct Form ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Learner Uptake ◽  
Clarification Request ◽  
Shed Light

<p>This study investigates the strategies of oral corrective feedback applied by senior teachers in EFL speaking classes. It is to shed light on whether those strategies used are effective to lead the repair uptake. Additionally, it is to find out the attempts done by the learners to repair their errors. This study applies a qualitative method that uses classroom observations as the technique for collecting the data. The data are taken from speaking classes taught by three senior teachers in three universities. The study reveals that the corrective feedback strategies of correct forms elicited were effective to lead to repair uptake. Those were elicitation, clarification request, repetition, and metalinguistic cue. Related to uptake, the learners attempted to achieve well-formed sentences by the process of Needs Repair to Repair uptake. It involved the same errors and acknowledgment for Needs Repair and incorporation, repetition, and self-repair for repair uptake. It is recommended that teachers apply the correct form elicited corrective feedback strategies to correct learners’ erroneous forms and provide the uptake since it is the learning process.</p><p>Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair </p>

scholarly journals The effect of teaching using the Internet Web on the first grade secondary students’ achievement in Physics and their attitudes towards it: أثر التدريس باستخدام شبكة الإنترنت في تحصيل طلاب الصف الأول الثانوي  في مادة الفيزياء واتجاهاتهم نحوها

2020 ◽  
Vol 4 (32) ◽  
Author(s):  
Ali Mutlaq Alosaimi
Keyword(s):  
Saudi Arabia ◽  
Secondary Students ◽  
First Grade ◽  
Educational Process ◽  
The Internet ◽  
Control Group ◽  
Kingdom Of Saudi Arabia ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The current study aimed at investigating the effect of teaching using the Internet Web on the first grade secondary students’ achievement in Physics and their attitudes towards it. The experimental method was employed by using the two-group pre-post quasi-experimental design to answer the aforementioned questions. The sample consisted of (82) first grade secondary students enrolled in two sections which were randomly selected from all first grade secondary sections at Abhor educational complex in Jeddah province in the Kingdom of Saudi Arabia using the cluster random sampling technique, where the two sections were randomly assigned into the two groups. The students were distributed evenly by the two groups such as (41) students in each group, where the students in the experimental group were taught using the Internet, while the students in the control group were taught using the traditional method. For the purposes of data collection, two equivalent forms of an achievement test have been developed in order to measure the first three levels (remembering, understanding, and application) of the cognitive domain in the “movement representation” unit within the physics curriculum being taught to the first grade secondary school students in the academic year 2013/2014 H in the Kingdom of Saudi Arabia. Each form consisted of (35) multiple-choice questions with four alternatives. On the other hand, a pre-developed valid and reliable attitude scale towards physics in the Kingdom of Saudi Arabia was used. The results of the study revealed a statistically significant difference (α = 0.05) between the achievement post-test mean scores of the experimental and control groups for the favor of the experimental group who was taught using the educational site, which was designed and set up on the Internet Web. Similarly, the results revealed a statistically significant difference (α = 0.05) between the attitudes towards Physics post-test mean scores of both groups in favor of the experimental group. In light of the findings of the study, the researcher recommends conducting further studies on the benefits of using the Internet Web in the educational process in general and in distance learning in particular.

scholarly journals E-learning effectiveness in developing scientific research skills among high school students in the Kingdom of Saudi Arabia: فاعلية التعليم الإلكتروني في تنمية مهارات البحث العلمي لدى طالبات المرحلة الثانوية بالمملكة العربية السعودية

2020 ◽  
Vol 4 (32) ◽  
Author(s):  
Eman Amubarak A Alghamdi, Eman Mohamed Mabrouk Kotb
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Scientific Research ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Kingdom Of Saudi Arabia ◽  
Research Skills ◽  
E Learning ◽  
Experimental Group

The study aimed to measure the effectiveness of e-learning in developing scientific research skills for high female school students in the kingdom of Saudi Arabia, the study relied on the semi-experimental Method in order to reveal the effectiveness of the independent variable (e-learning) on ​​the dependent variable which is (the development of scientific research skills), the study population consisted of secondary school students in the kingdom of Saudi Arabia in the academic year 1439 ah, in the second secondary class of the twenty-fourth secondary school for girls in Dammam, and the second secondary school for girls in Dammam, as the individuals of the sample were randomly chosen, and the number of female students for whom the study was applied was (72) female students, they were divided into two groups, one is experimental and the other is a control, and the experimental group consisted of (36) female students, using e-learning program, while the control group consisted of (36) female students, using traditional learning, the study tools have been built, which are: an achievement test, a note card, and ensuring the validity and reliability of the tools, The researcher reached through the study that there is a statistically significant difference at the level (0.05) between the average scores of female students of the experimental group that use (e-learning) and the average score of female students of the control group that use (traditional learning) in the post-application of the achievement test and the observation card for scientific research skills in favor of the experimental group, The researcher recommended it through the study the need to take advantage of e-learning to teach various performance concepts and skills for high school female students.

scholarly journals Male and female students' uptake in responding to oral corrective feedback

2019 ◽  
Vol 9 (1) ◽  
pp. 107
Author(s):  
Zaky Dzulhiza Hawin Amalia ◽  
Endang Fauziati ◽  
Sri Marmanto
Keyword(s):  
English Education ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Metalinguistic Feedback ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Clarification Request

<p>This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification<strong>.</strong> The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.</p>

scholarly journals High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

2021 ◽  
Vol 11 (2) ◽  
pp. 235-264
Author(s):  
Xuan Van Ha ◽  
Jill C. Murray ◽  
A. Mehdi Riazi
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods Research ◽  
Corrective Feedback ◽  
School Students ◽  
Oral Corrective Feedback ◽  
Efl Students ◽  
Clarification Request ◽  
Learning English

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1780
Author(s):  
Hasti Yasaei
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Quasi Experimental ◽  
Writing Accuracy ◽  
Group 2 ◽  
Experimental Group

This research used the quasi-experimental design to investigate the effects of immediate vs. delayed oral corrective feedback (CF) on the writing accuracy of Iranian intermediate EFL learners. A Nelson English Language Test (section 200 A) was used to homogenize three classes, two of which then were randomly assigned to experimental group and one to control group. During the treatment, the experimental group 1 received immediate oral CF through a face-to-face negotiation between the teacher and each individual after an error was made by a learner. The experimental group 2 received delayed oral CF in which learners received oral CF some time after an error was made by a learner. The control group received direct correction. After a 16-session treatment, the results of the post-test indicated a significant difference between the three groups.

scholarly journals Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate

2018 ◽  
Vol 5 (2) ◽  
pp. 240-252
Author(s):  
Lailatus Sa'adah ◽  
Joko Nurkamto ◽  
Suparno Suparno
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Second Language Learning ◽  
Corrective Feedback ◽  
Willingness To Communicate ◽  
School Students ◽  
Oral Corrective Feedback ◽  
Clarification Request ◽  
The Relationship ◽  
Senior High School Students

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class.It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.  

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