Corrective Feedback in Learning Interaction: Integration of Surface Strategy Taxonomy

The article aimed to determine the types of errors found in classroom learning interactions at (Perguruan Tinggi Keagamaan Islam) PTKI Metro, to analyze the strategies used in correcting student errors in classroom learning interactions at PTKI Metro and to know the aspects of Surface Strategy Taxonomy which was found in classroom learning interaction errors at PTKI Metro. In analyzing the data, the researchers used the theory of Dalton-Puffer (2007) which was used to find out and describe the types of common student errors in the interaction of learning English in the classroom. Then, using the theory offered by Mendez at al (2010) which is applied to analyze the types of lecturer strategies in correcting student errors in learning. The researcher also analyzed the linguistic aspects of the taxonomy category in the student's errors using the theory of Dulay, Burth, and Krhashen (1982). The results show that the corrective feedback strategies used by lecturers at PTKI Metro City were Explicit Correction, Recast, Clarification Request, and Metalinguistic Feedback. And this study also classifies the types of errors based on the Aspects Surface Strategy Taxonomy on learning interactions in the classroom.

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Male and female students' uptake in responding to oral corrective feedback

Journal on English as a Foreign Language ◽

10.23971/jefl.v9i1.1047 ◽

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

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. 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.

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Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

Humaniora ◽

10.21512/humaniora.v10i1.5248 ◽

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.

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The Effectiveness of Positive Feedback in Teaching Speaking Skill

Lingua Cultura ◽

10.21512/lc.v10i1.873 ◽

2016 ◽

Vol 10 (1) ◽

pp. 25

Author(s):

Arief Muhsin

Keyword(s):

Positive Feedback ◽

Quantitative Methods ◽

Corrective Feedback ◽

The Other ◽

Metalinguistic Feedback ◽

Speaking Skill ◽

Clarification Request ◽

Effective Function

The research was aimed at finding out the students’ responses and perceptions toward the corrective feedback given in teaching speaking activity. The research applied quantitative methods by sending questionnaires to 70 students. The students’ responses and perceptions for teacher’s corrective feedback indicated that students think their spoken error should be corrected. In addition, the students want their teacher focus more on. They also agree if their friends should correct their error. The most popular corrective feedbacks in teaching speaking are the explicit correction, elicitation, and repetition. They have an effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It indicates that not all of corrective feedback is effectively used in speaking.

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Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting

Journal of English Language and Culture ◽

10.30813/jelc.v12i1.2907 ◽

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

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.Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair

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Incidental Corrective Feedback by Classroom Teachers and Uptake by Bilingual Elementary Students in Teacher-Learner Interactions

Indonesian JELT ◽

10.25170/ijelt.v11i1.1489 ◽

2016 ◽

Vol 11 (1) ◽

pp. 47-67

Author(s):

Richel Langit-Dursin

Keyword(s):

Elementary Students ◽

Quantitative Research ◽

Corrective Feedback ◽

Classroom Teachers ◽

High Uptake ◽

Feedback Type ◽

Metalinguistic Feedback ◽

Lexical Errors ◽

Clarification Request ◽

The Relationship

The study investigated (1) the relationship between corrective feedback types and errors by bilingual elementary students in speaking; (2) corrective feedback type that leads to high uptake; (3) uptake commonly made by bilingual elementary students in response to incidental corrective feedback; and (4) perspectives of elementary classroom teachers and bilingual young learners on the provision, frequency, and timing of corrective feedback. The qualitative and quantitative research involved classroom teachers from grades 1 to 5 and bilingual elementary students. A total of 20 classroom teachers and 362 elementary students able to speak English, Bahasa Indonesia, and Chinese from a school implementing an international curriculum participated in the research. The study revealed that (1) different corrective feedback types, namely recast, explicit correction, clarification request, metalinguistic feedback, repetition, and elicitation were not specifically linked with phonological, grammatical, and lexical errors in speaking; (2) recast led to high uptake in the form of incorporation but not student-generated repair; (3) repetition was the most common type of uptake by bilingual elementary students; and (4) classroom teachers and elementary students wanted teachers to correct errors and give delayed error correction but have different perspectives on the frequency of doing it. For classroom teachers, learners’ errors have to be corrected all the time but for students, errors have to be corrected sometimes. Peer application of corrective feedback and repeated error by another student are new kinds of uptake based on the results of the classroom-based research.

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Strategies of Metalinguistic and Recast Feedback on Learner Uptake during Oral Interactions in Upper-Intermediate Level Foreign Language Students

Colombian Applied Linguistics Journal ◽

10.14483/22487085.11315 ◽

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.

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High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2021.11.2.4 ◽

2021 ◽

Vol 11 (2) ◽

pp. 235-264

Author(s):

Xuan Van Ha ◽

Jill C. Murray ◽

A. Mehdi Riazi

Keyword(s):

High School ◽

High School Students ◽

Mixed Methods Research ◽

Corrective Feedback ◽

School Students ◽

Oral Corrective Feedback ◽

Efl Students ◽

Clarification Request ◽

Learning English

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

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REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY

International Journal of Language Education ◽

10.26858/ijole.v1i1.7794 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Paul Kharlo L. Maawa ◽

Ruth Ortega-Dela Cruz

Keyword(s):

Secondary Students ◽

Language Proficiency ◽

English Language ◽

Teaching Strategy ◽

Corrective Feedback ◽

English Teachers ◽

English Language Proficiency ◽

Remedial Teaching ◽

Feedback Strategies ◽

Clarification Request

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.

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CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽

10.31958/jt.v21i1.1027 ◽

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.

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

Elia ◽

10.12795/elia.2016.i16.05 ◽

2016 ◽

pp. 103-132

Author(s):

María Fernanda Aranguiz ◽

Angie Quintanilla Espinoza

Keyword(s):

Pilot Study ◽

Corrective Feedback ◽

Oral Corrective Feedback ◽

Feedback Strategies

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