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 Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

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 Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

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 Methodology of first-year students’ foreign language written discourse competency development

2021 ◽  
pp. e021023
Author(s):  
Iryna Hoshtanar ◽  
Olga Kostrubina ◽  
Aelita Lebedieva ◽  
Oksana Izmailov
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Competency Development ◽  
Written Discourse ◽  
First Year Students ◽  
Experimental Teaching ◽  
The Subject ◽  
Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

scholarly journals Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study

2020 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Lien Thi My Tong
Keyword(s):  
Foreign Language ◽  
First Year ◽  
International Studies ◽  
Structured Interviews ◽  
Group Discussions ◽  
Group Activities ◽  
National University ◽  
Language Classrooms ◽  
Efl Students

Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.

scholarly journals Foreign Language Teachers’ Perceptions of Error Correction in Speaking Classes: A Qualitative Study

2017 ◽  
Author(s):  
Nuriye Değirmenci Uysal ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Target Language ◽  
State University ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Training Programs ◽  
Correction Strategies

Limited studies have been conducted on the effects of error correction on acquiring oral proficiency and the teacher’s role as error corrector. Thus, the present study aims to investigate English as a foreign language (EFL) teachers’ perceptions of error correction in their speaking classes, reasons and types of errors they correct and their error correction strategies. The sample group in the study consisted of 15 English instructors working at a state university in Turkey. The data collection instruments consisted of a background questionnaire, reflections, interviews and essay papers. Results showed that EFL teachers seem to make corrections to improve learners’ accuracy during speaking, grammar and vocabulary knowledge and pronunciation skills and that EFL teachers believe that error correction may contribute to habit formation in terms of self-correction among students, pragmatic and appropriate use of the target language, learners’ accuracy and fluency. Another conclusion was concluded that teachers concentrate on pronunciation, grammar and vocabulary errors that directly distort meaning while speaking, and that they seem to use various strategies to correct errors. It was recommended that the curricula of teacher training programs should include topics to raise awareness of the issues such as reasons to make corrections, situations that require corrections, error types and correction strategies.

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.

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