scholarly journals Colours as a Form of Corrective Feedback in EFL Learners’ Writing

2018 ◽  
Vol 18 (4) ◽  
pp. 106-123
Author(s):  
Huzaifah A. Hamid ◽  
Nur Farhana Nasri ◽  
Norlizawati Ghazali
Keyword(s):  
Corrective Feedback ◽  
Efl Learners

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>

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

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.

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.

Developing a New Shadowing Procedure for Japanese EFL Learners

RELC Journal ◽  
2020 ◽  
pp. 003368822093762
Author(s):  
Yo Hamada
Keyword(s):  
University Students ◽  
Explicit Instruction ◽  
Corrective Feedback ◽  
Primary Study ◽  
Bottom Up ◽  
Efl Learners ◽  
Japanese University ◽  
Speakers Of Other Languages ◽  
Research Findings ◽  
Preliminary Study

Shadowing, a practice of repeating what one hears as simultaneously and accurately as possible, has been researched in the Teaching English to Speakers of Other Languages (TESOL) field for years. The research findings have shown that shadowing contributes to English as a Foreign Language (EFL) learners’ bottom-up listening skills, which leads to their overall listening comprehension skills. However, the accumulated research findings have not uncovered what aspects of bottom-up skills shadowing precisely contributes to. Thus, this study attempts to examine the aspects of bottom-up skills to which shadowing contributes and proposes a new shadowing procedure to compensate for the limitation of the current shadowing procedure. To this end, a preliminary study and a primary study were conducted. In the preliminary study, the bottom-up skill development through shadowing practice was precisely examined, using a 112-item bottom-up listening test. Thirty-six Japanese university students participated in the experiment and engaged in shadowing practice in eight lessons for a month. The result showed that shadowing practice was effective for developing the skill of identifying prominence in a speech, and word recognition skills but not effective for enhancing phonemic discrimination skills. In the primary study, to overcome the limitation of the shadowing procedure, a new shadowing procedure including three components of attention to output, corrective feedback, and explicit instruction was proposed. Twelve Japanese university students participated and engaged in the new shadowing procedure for three months. Their progress was assessed by a 32-item phonemic discrimination test, and the result showed that the new output-based shadowing procedure with explicit instruction and corrective feedback improved phonemic discrimination skills for intermediate level Japanese EFL learners.

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.

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