Preschool Teacher’s Corrective Feedback on Oral Errors of Children from Multicultural Families and Learner Uptake

2021 ◽  
Vol 22 (4) ◽  
pp. 153-175
Author(s):  
Min-Jin Kim
Keyword(s):  
Corrective Feedback ◽  
Learner Uptake

CORRECTIVE FEEDBACK AND LEARNER UPTAKE

1997 ◽  
Vol 19 (1) ◽  
pp. 37-66 ◽  
Author(s):  
Roy Lyster ◽  
Leila Ranta
Keyword(s):  
Language Arts ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
French Language ◽  
Primary Level ◽  
Feedback Type ◽  
Metalinguistic Feedback ◽  
Different Types ◽  
Error Treatment ◽  
Learner Uptake

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

scholarly journals Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention

2018 ◽  
Vol 2018 ◽  
pp. 1-11
Author(s):  
Amin Naeimi ◽  
Mahnaz Saeidi ◽  
Biook Behnam
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Treatment Strategies ◽  
Language Learner ◽  
Efl Learners ◽  
Positive Effects ◽  
Metalinguistic Feedback ◽  
Error Treatment ◽  
Learner Uptake ◽  
Phonological Errors

As language learners’ phonological errors have attracted substantial attention, error treatment strategies have become an indispensable part of teachers’ repertoire. Research has found positive effects for corrective feedback on language learner uptake; however, the effect has not been proved to be sustained over time. This quasiexperimental study sought to explore whether uptake can reflect language learning and retention through measuring the effectiveness of three common types of oral corrective feedback on Iranian EFL learners’ phonological errors. Fifty-four male intermediate-level learners received a nine-session treatment in the form of recast, elicitation, and metalinguistic feedback during story retelling tasks. Results of comparing and correlating uptake with posttest scores revealed that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

scholarly journals Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

2016 ◽  
Vol 6 (1) ◽  
pp. 159-181 ◽  
Author(s):  
Tingfeng Fu ◽  
Hossein Nassaji
Keyword(s):  
Foreign Language ◽  
Teacher Perception ◽  
Corrective Feedback ◽  
Coding System ◽  
Research Attention ◽  
Feedback Type ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Learner Uptake

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

scholarly journals Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 210
Author(s):  
Eva Thue Vold
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
Best Practice ◽  
Teacher Practices ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Written Corrective Feedback ◽  
Secondary Classes ◽  
Learner Uptake ◽  
The Individual

Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.

Corrective feedback and learner uptake in CALL

ReCALL ◽  
2004 ◽  
Vol 16 (2) ◽  
pp. 416-431 ◽  
Author(s):  
TRUDE HEIFT
Keyword(s):  
Language Proficiency ◽  
Corrective Feedback ◽  
Learner Characteristics ◽  
Spring Semester ◽  
Student Responses ◽  
Canadian Universities ◽  
Study Results ◽  
Learner Uptake ◽  
Learner Responses ◽  
Student Input

This paper describes a study in which we investigated the effects of corrective feedback on learner uptake in CALL. Learner uptake is here defined as learner responses to corrective feedback in which, in case of an error, students attempt to correct their mistake(s). 177 students from three Canadian universities participated in the study during the Spring semester 2003. The study considered three feedback types: Meta-linguistic, Meta-linguistic + Highlighting, and Repetition + Highlighting. Study results indicate that feedback that provides an explanation of the error and also highlights the error in the student input (Meta-linguistic + Highlighting) is most effective at eliciting learner uptake. The study also considered two learner variables, gender and language proficiency. Our data suggest that none of the two learner characteristics has a significant impact on student responses to corrective feedback.

scholarly journals Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

2010 ◽  
Vol 27 (2) ◽  
pp. 31 ◽  
Author(s):  
Sara Kennedy
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Learner Uptake ◽  
Esl Learners ◽  
Classroom Data

This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners’ individual differences.

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