Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?

2016 ◽  
Vol 8 (4) ◽  
pp. 150 ◽  
Author(s):  
Nesa Bandarchian Rashti ◽  
Maryam Danaye Tous
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Good Deal ◽  
Potential Effect ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
One Step ◽  
Feedback Preferences ◽  
The Impact

<p>For decades now, there has been a good deal of research on factors affecting students’ oral corrective feedback preferences. Although it has been proven that learners’ characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students’ preferred type of oral corrective feedback, the claims regarding the impact of learners’ proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students’ level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners’ opinion about corrective feedback issues in an EFL context.</p>

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

scholarly journals Oral Corrective Feedback Preferences of University Students in English Communication Classes

2020 ◽  
Vol 6 (1) ◽  
pp. 172
Author(s):  
Hulya Unsal Sakiroglu
Keyword(s):  
Foreign Language ◽  
Error Correction ◽  
Student Attitudes ◽  
Elevated Level ◽  
Corrective Feedback ◽  
Self Report ◽  
Language Competence ◽  
Oral Corrective Feedback ◽  
Language Exposure ◽  
Feedback Preferences

The ultimate goal of teaching foreign language is to achieve an elevated level of language competence via providing maximum language exposure and minimum learner mistakes. To fulfill the goal, many strategies have been developed. One of the strategies is the provision of feedback during the formal speaking courses. Nevertheless, format of the oral corrective feedback in English as a foreign language (EFL) classes has been controversial regarding methods of correction, timing of correction and target errors. Moreover, learner attitudes toward correction are deemed to be an important component. In this study, the aim was to investigate how and when the error correction should take place in EFL communicative classes based on students’ perspectives. A total of 65 students at Kafkas University who were pre-intermediate and intermediate levels were interviewed using a self-report questionnaire, 14 of which were discarded due to irrelevant and redundant replies. The results revealed that 90% of the learners would like to be corrected when they had errors during the process of speaking English. Majority of the students indicated the preference to be corrected after finishing turn with nice and friendly manners. The results indicated that teachers should be aware of student attitudes toward oral corrective feedback.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

scholarly journals Price Transmission and Factors Influencing the Price of Onions in Tanzania

2020 ◽  
pp. 67-76
Author(s):  
Yohana James Mgale
Keyword(s):  
Error Correction ◽  
Error Correction Model ◽  
Price Transmission ◽  
Adjustment Cost ◽  
Producer Price ◽  
Correction Model ◽  
Factors Affecting ◽  
Long Run ◽  
Short Run ◽  
The Impact

This article analyzes the transmission of prices between marketing agents and the factors affecting onion prices at the consumer level. The Error Correction Model-Engle Granger (ECM-EG) was used to test the price transmission by including the impact of the rise and fall of producer, wholesale and retail prices in past periods. The Error Correction Model (ECM) was applied to the factors affecting onion prices. The test results showed that price transmission was asymmetrical in the short and long-run. With regard to factors, the results show that consumer price in the short-run was influenced by wholesale prices, producer prices and the price of fuel while in the long-run it was influenced by wholesale prices, producer price, price of fuel and consumer prices in the previous period (t-1). These results suggest the existence of a short-term adjustment cost and a long-term market power which distorts price transmission.

The effectiveness of written corrective feedback and the impact Lao learners’ beliefs have on uptake

2015 ◽  
Vol 38 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stephanie Rummel ◽  
John Bitchener
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Post Test ◽  
Feedback Preferences ◽  
The Impact

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students’ uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students’ beliefs about written CF were first collected, after which they were assigned to either the control group or to groups that received written CF according to their feedback preferences. Students produced four pieces of writing (pre-test, post-test and two delayed post-tests) that responded to four different narrative prompts. The targeted grammatical feature was the simple past tense. The study found that the three feedback groups showed significant improvement in the use of the targeted feature while the control group did not. Furthermore, the results seemed to indicate that beliefs might have impacted on the extent to which the Lao students improved their linguistic accuracy because the students who received their preferred type of feedback were more successful at eliminating the targeted errors than the ones who did not.

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 Effects of the Environmental Temperature on Aedes aegypti and Aedes albopictus Mosquitoes: A Review

Insects ◽  
2018 ◽  
Vol 9 (4) ◽  
pp. 158 ◽  
Author(s):  
Joanna Reinhold ◽  
Claudio Lazzari ◽  
Chloé Lahondère
Keyword(s):  
Climate Change ◽  
Environmental Temperature ◽  
Current Knowledge ◽  
Abiotic Factors ◽  
Potential Effect ◽  
Health Concern ◽  
Factors Affecting ◽  
Host Seeking ◽  
Seeking Behavior ◽  
The Impact

The temperature of the environment is one of the most important abiotic factors affecting the life of insects. As poikilotherms, their body temperature is not constant, and they rely on various strategies to minimize the risk of thermal stress. They have been thus able to colonize a large spectrum of habitats. Mosquitoes, such as Ae. aegypti and Ae. albopictus, vector many pathogens, including dengue, chikungunya, and Zika viruses. The spread of these diseases has become a major global health concern, and it is predicted that climate change will affect the mosquitoes’ distribution, which will allow these insects to bring new pathogens to naïve populations. We synthesize here the current knowledge on the impact of temperature on the mosquito flight activity and host-seeking behavior (1); ecology and dispersion (2); as well as its potential effect on the pathogens themselves and how climate can affect the transmission of some of these pathogens (3).

Comprehensive corrective feedback on low and high proficiency writers

2017 ◽  
Vol 168 (1) ◽  
pp. 91-128 ◽  
Author(s):  
Marisela Bonilla López ◽  
Elke Van Steendam ◽  
Kris Buyse
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Accuracy Improvement ◽  
Text Revision ◽  
Proficiency Level ◽  
Metalinguistic Feedback ◽  
Grammatical Accuracy ◽  
Feedback Preferences

Abstract This study investigated the effects of comprehensive feedback on learners’ grammatical accuracy during text revision and in new writing tasks in light of proficiency level. It also sought to determine to what extent learners’ proficiency level plays a role in their feedback preferences and attitudes towards the feedback. The participants were 52 low proficiency and 39 high proficiency foreign language university learners, who were randomly assigned to a direct corrective feedback, a metalinguistic feedback with rule reminders, and a self-correction group. All learners wrote four compositions and completed a questionnaire after the treatment to elicit their attitudes towards the feedback and their feedback preferences. Results showed that the treatment effectively enhanced both low and high proficiency learners’ immediate grammatical accuracy and accuracy improvement. Also, a relation between proficiency level and learners’ attitudes towards the feedback as well as an association between proficiency level and learners’ feedback preferences were found.

scholarly journals Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

2017 ◽  
Vol 6 (4) ◽  
pp. 32
Author(s):  
Fateme Saeb
Keyword(s):  
Error Correction ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Perceptions Of Students ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
Oral Corrective Feedback

Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students’ and teachers’ CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers’ and students’ perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers’ and students’ perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher.  As for the pedagogical implications, ‘meta-correction’ is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context. 

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