Corrective Feedback in Language Teaching

2015 ◽  
Author(s):  
Younghee Sheen ◽  
Rod Ellis
Keyword(s):  
Language Teaching ◽  
Corrective Feedback

Reflecting on task-based language teaching from an Instructed SLA perspective

2021 ◽  
pp. 1-13
Author(s):  
Nina Spada
Keyword(s):  
Second Language Acquisition ◽  
Explicit Knowledge ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Assessment Practices ◽  
Distinguishing Characteristic ◽  
Instructional Activities ◽  
Instructed Second Language Acquisition ◽  
Theory Research ◽  
Instructed Sla

Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e. performance) and ISLA (i.e. development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

scholarly journals TEACHERS’ PERCEPTIONS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSES: A CASE AT COLLEGES IN THE MEKONG DELTA, VIETNAM

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Ngan Kim Tran ◽  
Cang Trung Nguyen
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Mekong Delta ◽  
College Teachers ◽  
Teachers Perceptions ◽  
Area Of Interest ◽  
Language Classes ◽  
Oral Corrective Feedback

Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

scholarly journals Corrective Feedback Recast Uses in Students’ Uptake in Past Form Expressions

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Theresia Arianti ◽  
Dery Rovino
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Type Ii ◽  
Second Language Teaching ◽  
The One ◽  
Research Studies ◽  
Speaking Skills

<p>Research studies have shown that recasts are one of the types of corrective feedback frequently used by teachers in second language teaching. However, little is known about the effectiveness of recasts in second language teaching within Indonesian context since most Interactional Approach studies conducted with Indonesian context focus on corrective feedback in general, not particularly on recasts. Moreover, most of these studies do not include past forms as the language feature being studied. The current study investigated the use of recasts in yielding students’ uptake in past forms (Verb type II). 5 participants were involved in the study. Pairing with the examiner, each participant engaged in a jigsaw-task activity where they received recasts. The recast episodes produced by each participant were analyzed and coded into some categories, which were “repair”, “needs-repair : acknowledgement”, “needs-repair : modified”, “needs-repair : unmodified”, and “no uptake”. The result showed that the uptake which was mostly produced by participants was “needs-repair : acknowledgement”. This finding contradicts the one in the previous study which showed that the uptake that was most frequently produced by the participants was “repair”. The finding of this study is expected to trigger further studies to examine students’ perception towards recasts that leads to the ineffectiveness of it.<strong></strong></p><strong>Keywords: </strong> corrective feedback; recast; past forms; speaking skills

scholarly journals THE (MIS)MATCH BETWEEN STUDENTS’ AND TEACHERS’ PREFERENCES OF CORRECTIVE FEEDBACK

2019 ◽  
Vol 2 (1) ◽  
pp. 22-31
Author(s):  
Burcu Şentürk
Keyword(s):  
Language Teaching ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Feedback Preferences

The current study examined the preferences of different corrective feedback types in adult EFL classes by teachers and students and figured out the possible reasons of their preferences. Teacher and student questionnaires and the open-ended questions were the instruments used in this study to collect data. The analysis of the questionnaires showed that the most preferred type of feedback was recast “which is a technique used in language teaching to correct learners' errors in such a way that communication is not obstructed” (“Recast”, 2019). Students also stated that they liked to be corrected immediately and explicitly during their conversations while the teachers strongly disagreed with it. Finally, open-ended questions also revealed the reasons of the students’ preferences of the type of the feedback in EFL classes.  Keywords: Corrective feedback; corrective feedback preferences; EFL classes

scholarly journals REVITALIZING EDUCATION THROUGH: INTEGRATING TELEGRAM AS CORRECTIVE FEEDBACK IN LANGUAGE TEACHING

2017 ◽  
Vol 17 (1) ◽  
pp. 6
Author(s):  
Muhammad Ladan Bello ◽  
Hadiza Bello Dange
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Smart Phones ◽  
Handheld Device ◽  
Use Of Technology ◽  
Language Classroom ◽  
Second Language Teachers

Recently the use of technology and its integration into the curriculum has gained a great importance. One of this technological devices is mobile phones which is usually banned at school due to the distractions and problems caused by different built-in and installed applications, However, the use of these installed applications such as Telegram on these handheld device especially smart phones in second language teaching is going to assist in effective language teaching and allow students to actively participate in teaching and learning. Keeping all these in mind, the purpose of this presentation is to provide the required information for second language teachers so that they can make use of Telegram efficiently in language classroom.

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