scholarly journals Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

2021 ◽  
Vol 17 (33) ◽  
pp. 66
Author(s):  
Nato Pachuashvili
Keyword(s):  
Foreign Language ◽  
Technological Development ◽  
Corrective Feedback ◽  
Video Feedback ◽  
Educational Settings ◽  
Multimodal Feedback ◽  
Oral Feedback ◽  
Quality Feedback ◽  
Efl Teachers ◽  
Practical Guidelines

Providing feedback to students’ written work has always been a challenging experience for English as a foreign language (EFL) teachers and learners. High-quality feedback promotes students’ engagement in learning processes and enhances writing performance. Traditional written corrective feedback has often been criticized for not being able to achieve its purpose. 21st-century technological development brought the necessity to provide audio and video feedback through screencast technology. The letter enables EFL teachers to provide multimodal feedback by recording the teacher’s screen while commenting on a student’s written work. Although there have been some studies conducted in the field of oral feedback via screencast, video feedback is still relatively new in many educational settings. For this reason, the paper aims to provide a brief overview of screencast video feedback, potential affordances and challenges faced by EFL teachers and learners. For this article, recent research studies have been collected to review the use of screencast feedback in EFL class and discuss its implications on EFL students’ writing. Furthermore, the paper provides an overview of the most widely-used screencast software in educational settings and concludes with some practical guidelines for the effective implementation of screencast technology.

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</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 Strategies of Metalinguistic and Recast Feedback on Learner Uptake during Oral Interactions in Upper-Intermediate Level Foreign Language Students

2017 ◽  
Vol 19 (2) ◽  
pp. 165
Author(s):  
Monica Raquel Tamayo
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Language Instruction ◽  
Language Program ◽  
Verb Agreement ◽  
Metalinguistic Feedback ◽  
Efl Teachers ◽  
Quasi Experimental ◽  
Feedback Strategies ◽  
Learner Uptake

Corrective feedback has attracted much attention in recent years, this with a particular emphasis on meaning-focused language instruction. In order to compare the effectiveness of the strategies of Metalinguistic and Recast feedback in student uptake during oral interactions, an eight-week quasi experimental study was conducted. This study comprised thirty participants distributed in two classes. One group of 16 students was exposed to metalinguistic feedback and the other group of 14 students to recast. Throughout the study students remained constant in each group, this means they were not mixed. The selected students were aged from 18 to 20 year-old and they were attending the Eighth course of the English Foreign Language Program in ESPE [Universidad de las Fuerzas Armadas] during the semester October 2015 to February 2016.  To compare the effectiveness of the two aforementioned feedback strategies, four target structures were adopted, these were: omission of subject, auxiliary use in questions, subject-verb agreement, reported statements. The selected structures emerged from a survey which was administered to a sample of EFL teachers from the Language Center of ESPE.  The findings of the study revealed that learners who were exposed to metalinguistic feedback outperformed their counterparts who were exposed to recast feedback.

scholarly journals A Quest into Recasts as a Type of Corrective Feedback in Foreign Language Classrooms

2018 ◽  
Vol 7 (1) ◽  
pp. 175-184
Author(s):  
Pinar Sali
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
First Year ◽  
Analytic Model ◽  
State University ◽  
Feedback Strategy ◽  
Communicative Functions ◽  
Efl Teachers ◽  
Language Classrooms

AbstractThe present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.

scholarly journals The Role of Written Corrective Feedback in EFL Writing

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Abderrahim Mamad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Language Skill ◽  
Word Choice ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Efl Teachers ◽  
Great Body

There is a great body of literature that indicates that writing is the most difficult language skill in language learning. Students often find it challenging to write a coherent, well thought and well accurate piece of writing because of the various aspects (organization, content, grammar, syntax, word choice) they need to satisfy while writing. For teachers of writing, what matters is not students’ mastery of all these aspects at once, but their ability to write a good piece of writing. This aim is really disregarded once the produced paper receives little or no feedback on students’ writing. Therefore, the proposed paper aims at outlining the different strategies and types of written corrective feedback that English foreign language (EFL) teachers employ to respond to students’ writings, focusing on the definitions, characteristics, advantages and limitations of each strategy and type. Suggestive dimensions of feedback provision and useful tips on implementing good feedback are also addressed.

scholarly journals Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers' Beliefs and Practices at Taif University

2019 ◽  
Author(s):  
Reem Alkhammash ◽  
Fahmeeda Gulnaz
Keyword(s):  
Foreign Language ◽  
Online Survey ◽  
English Language ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
The Impact

Recent research has shown that little attention has been paid to teachers’ views regarding giving oral corrective feedback (Sepehrinia &amp; Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University’s teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert’s scale was employed to measure three subscales: teachers’ beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students’ uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.

scholarly journals Exploring the consequences of teachers’ self-efficacy: a case of teachers of English as a foreign language

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Goudarz Alibakhshi ◽  
Fariborz Nikdel ◽  
Akram Labbafi
Keyword(s):  
Job Satisfaction ◽  
Qualitative Research ◽  
Foreign Language ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Research Method ◽  
Structured Interviews ◽  
Qualitative Research Method ◽  
Burn Out ◽  
Efl Teachers

AbstractTeacher self-efficacy has been abundantly studied. However, it seems that the consequences of teachers’ self-efficacy have not been appropriately explored yet. The research objective was to investigate the consequences of teachers’ teaching self-efficacy. The researchers used a qualitative research method. They collected the data through semi-structured interviews with 20 EFL teachers who were selected through purposive sampling. The interviews were content analyzed thematically. Findings showed that self-efficacy has different consequences: pedagogical, learner-related, and psychological. Each consequence has several sub-categories. It is concluded that high self-efficacy affects teachers’ teaching practices, learners’ motivation, and achievement. It also affects teachers’ burn-out status, psychological being, as well as their job satisfaction. The findings can be theoretically and pedagogically important to EFL teachers, teacher-trainers, and administrators of educational settings.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

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