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 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 CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 9
Author(s):  
Sahyoni Sahyoni
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Qualitative Approach ◽  
English Teacher ◽  
Classroom Activity ◽  
Teaching Learning ◽  
Clarification Request

The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. 

scholarly journals Oral Corrective Feedback Strategies in EFL. A Pilot Study in Chilean Classrooms

Elia ◽  
2016 ◽  
pp. 103-132
Author(s):  
María Fernanda Aranguiz ◽  
Angie Quintanilla Espinoza
Keyword(s):  
Pilot Study ◽  
Corrective Feedback ◽  
Oral Corrective Feedback ◽  
Feedback Strategies

scholarly journals EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study

2019 ◽  
Vol 21 (1) ◽  
pp. 107-120
Author(s):  
Lizbeth Gómez Argüelles ◽  
Edith Hernández Méndez ◽  
Moisés D. Perales Escudero
Keyword(s):  
English Language ◽  
Qualitative Content Analysis ◽  
Corrective Feedback ◽  
English Language Teaching ◽  
College Level ◽  
Southern Mexico ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Teachers Attitudes

This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

2020 ◽  
pp. 136216882093189 ◽  
Author(s):  
Xuan Van Ha ◽  
Jill C. Murray
Keyword(s):  
Primary Schools ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Educational Practice ◽  
Classroom Observations ◽  
Beliefs And Practices ◽  
Important Target ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

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 The Effects of Lecturers’ Formal and Informal Talks on Students’ Understanding of the Material in the Language Learning Process

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Dewi Purwati
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Method ◽  
Analysis Approach ◽  
Classroom Observations ◽  
Complete Understanding ◽  
Study Program

AbstractThis research focused on investigating the effects of lecturers’ formal and informal talks on students’ understanding of the material. The aim of this research is to elaborate how the lecturer’s talk in terms of its formal and informality could affect the students’ understanding of the material delivered in the classroom. The researcher applied qualitative method to fulfil the aim and collected the data of the research by using three instruments which were classroom observations, recording of the teaching and learning process, and interview of the students. All teaching processes and interviews were recorded and transcribed and analysed using discourse analysis approach. The data was analyzed by adopting the six facets of understanding proposed by Wiggins & McTighe (2018). The research was conducted at the first and fifth semester groups of English Study Program of IAIN Bone. The result shows that the lecturers used both formal and informal language alternately in teaching. The students preferred the lecturer to use informal language in delivering the material. According to them, using informal language made the students easier to understand the material delivered by the lecturer. They argued that teaching method and including the variation of lecturer’s language in teaching gave a significant improvement to the students’ achievement and understanding. The students fulfilled all the six facets of understanding based on the theory Wiggins & McTighe (2018). It meant that the students had a complete understanding of the material delivered by the lecturers. 

scholarly journals A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq

2020 ◽  
Vol 9 (3) ◽  
pp. 129
Author(s):  
Mohamed B. Kasim Al-Azzawi ◽  
Angela O. Zaya Al-Barwari
Keyword(s):  
Secondary Schools ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Kurdistan Region ◽  
Public And Private ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Type Of School

This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.

scholarly journals Oral Corrective Feedback and Learners’ Uptake in Teenage EFL Class

K ta Kita ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 203-213
Author(s):  
Ivana Ovilia
Keyword(s):  
Corrective Feedback ◽  
Qualitative Approach ◽  
Audio Recording ◽  
Correct Form ◽  
Oral Corrective Feedback ◽  
Research Questions

This study was done to find out: (1) the types of oral corrective feedback (CF) strategies, (2) the types of learners’ uptake, and (3) the types of learners’ uptake elicited in relation to the teacher’s types of oral CF. In order to answer the research questions, the writer applied two theories, Sheen and Ellis (2011) for oral CF strategies and Panova and Lyster (2002) for the types of learners’ uptake, as the guideline. This study used qualitative approach, using audio recording. The findings showed that there were forty three (43) oral CF occuring in the class, and forty one (41) uptakes elicited in relation to teacher’s oral CF. There were 2 (two) oral CF which did not result in uptake. Six (6) out of nine (9) oral CF strategies and seven (7) out of ten (10) types of learners’ uptake occurred in the class.  Didactic Recast was the most frequently applied oral CF strategies, whereas Repetition was the most frequently applied learners’ uptake type. There were 18 types of oral CF strategies and learners’ uptake sequences occurring in the class, and the most occurring sequence was Didactic Recasts – Repetition, with total 11 times. There were some possible reasons why uptakes did not occur:   learners were taking too long to answer or the teacher did not want to wait longer expecting that learner had already known the correct form through prior explanation. In order to maintain the class running smoothly, the teacher sometimes was faced to a situation when none uptakes were elicited from the learners. Keywords: corrective feedback, oral corrective feedback, uptake

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