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 Oral corrective feedback in language teaching: A historical perspective

2017 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Rod Ellis
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Learning Theories ◽  
Computer Mediated ◽  
Oral Corrective Feedback ◽  
Key Questions

AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.

scholarly journals Os efeitos das emoções no ensino-aprendizagem de inglês e na formação do futuro professor: uma análise com base no feedback corretivo oral

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Tarsila Rubin Battistella
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Corrective Feedback ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
Teacher Formation ◽  
Oral Corrective Feedback ◽  
English Classroom ◽  
Teaching Setting

Resumo Este trabalho apresenta uma análise das emoções em um ambiente presencial de ensino, bem como a relação que pode ser estabelecida entre o feedback corretivo oral e as emoções, por meio da triangulação de dados, e que podem influenciar na formação do futuro professor e no ensino-aprendizagem de línguas. Procuramos ainda identificar as reações dos aprendizes ao feedback corretivo oral recebido pela professora e/ou pelo colega no contexto formal de ensino-aprendizagem de inglês. Os resultados demonstram que os aprendizes apresentam sentimentos distintos quanto à correção, estando relacionados diretamente às crenças destes e que isso pode influenciar diretamente no sucesso ou no fracasso em sua caminhada para a aprendizagem e para sua atuação profissional.   Palavras-chave: Emoções. Língua estrangeira. Língua inglesa. Feedback corretivo oral. Teoria sociocultural.   Abstract In this article we present an analysis of emotions in a classroom teaching setting as well the relation that can be established between the oral corrective feedback and emotions, by data triangulation and how it can enhance the future teacher formation and the language teaching and learning. The article also tries to identify learners` reaction to the oral corrective feedback given by the teacher or by their peer in the english classroom setting. The results show that learners present different feelings regarding the corrective feedback and this can be directly related to their beliefs. These results can also have an effect on the success or failure of learners` learning and professional development. Keywords: Emotions. Foreign language. English language. Oral corrective feedback. Sociocultural theory.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

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