scholarly journals Teacher Feedback and the Acquisition of Simple Past Tense: A Case of EFL Learners

2015 ◽  
Vol 5 (3) ◽  
pp. 57
Author(s):  
Karim Shabani ◽  
Elham Ghasem Dizani
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
English Language Teaching ◽  
Past Tense ◽  
Control Group ◽  
Mixed Group ◽  
Feedback Type ◽  
Single Structure ◽  
Language Context ◽  
And Control

<p>English language teaching has been seeking new ways to teach grammar interactively. The present research looked into the crucial role of interactional feedback and focus on form in the acquisition of simple past tense in speaking tasks within a mixed-method approach. The study was conducted by the participation of 59 upper-intermediate learners between 17 to 30 years of age in 10 treatment sessions in an Iranian EFL (English as a foreign language) context. The learners were assigned into four groups of implicit, explicit, mixed, and control. The number of the structures focused in each interactional group varied, i.e. the implicit group received feedback as simple past, while the explicit was given corrective feedback (CF) on both simple past and past continuous. However, the mixed group dealt with simple past, past continuous, and also pronouns. Findings highlighted the effectiveness of CF since all the interactional groups could outperform the control group, which received no feedback type. Regarding the number of the structures focused, it was found that although implicit group only focused on a single structure, it could not outperform other groups. In other words, both explicit and mixed group performed significantly better than the implicit group in spite of being focused on more than one grammatical point. In sum, it could be inferred from the current study that the kind of feedback given to the learners, i.e. implicit or explicit, can lead to more opportunities of learning rather than being focused on a single structure. Therefore, teachers should provide learners with the correct form wherever possible without considering the number of points corrected in each feedback but by paying attention to the degree of explicitness of the CF given to the learners.</p>

scholarly journals A Comparison of Efficiency in Teacher Correction Strategies in Iranian EFL Learners’ Speaking Improvement

2016 ◽  
Vol 6 (6) ◽  
pp. 183
Author(s):  
Roya Keshavarz ◽  
Amin Marzban
Keyword(s):  
Corrective Feedback ◽  
Placement Test ◽  
Control Group ◽  
Teaching Methodology ◽  
Moderator Variable ◽  
Efl Learners ◽  
Feedback Type ◽  
Significant Difference ◽  
And Control

<p>The present study was an attempt to investigate the effect two types of corrective feedback (i.e., recast and metalinguistic) in order to find out which one is more effective on EFL learners’ speaking improvement and also to see if gender could play a role in the relative impact of the two types of corrective feedback on learners’ speaking ability. To this end, 65 EFL learners of intermediate level in one of language institutes in Shiraz, Iran were selected and divided into three groups including two experimental groups and one control. The instruments used to collect the data included IELTS test as the pre and post tests and Oxford Placement Test (OPT) in order to obtain the homogeneity in participants’ English proficiency. The collected data were codified and entered into SPSS Software (Version 22) and were analysed using descriptive statistics, t-test, and Tukey test. The results indicated that although applying these two types of corrective feedback could have made improvement in EFL learners’ speaking ability, there was not observed any significant difference between impacts of recast and metalinguistic on EFL learners’ production. The test results also indicated that there was not any significant difference regarding gender within the three groups. This homogeneity further shows that in this study, the gender variable did not have any effect on the role of corrective feedback and it can be concluded that the observed difference between metalinguistic group, recast group, and control group is just the result of the provided corrective feedback type which has acted as the intervening variable and the moderator variable such as gender did not prove to have any effect in the outcome of this study. The findings can contribute to syllabus design and teaching methodology areas.</p>

How effective are recasts in teaching /θ/ and /ð/ to EFL learners?

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Maryam Karami ◽  
Laya Heidari Darani
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Control Group ◽  
Complex Sounds ◽  
Efl Learners ◽  
Feedback Type ◽  
Paired Samples ◽  
Before And After ◽  
And Control

This study explored the effect of recasts as corrective feedback (CF) on teaching the sounds /θ/ and /ð/ to Iranian EFL learners, which are absent in Persian. A group of 30 intermediate level students studying English were assigned randomly to the experimental group (EG) and control group (CG). The EG was instructed by giving recasts as CF; while the CG received no feedback when they were taught these sounds. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. The collected data were analysed using paired-samples t tests. Language learners in the recast group outperformed those in the CG in the posttest. The results showed that recast was an effective feedback type in teaching both the sounds. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners.   Keywords: Corrective feedback, errors, form-focused instruction, recast, sounds /ð/ and /θ/.    

scholarly journals DEVELOPMENT OF REFLEXIVE COMPETENCE WITH THE HELP OF THE PROJECT METHOD IN ENGLISH LANGUAGE TEACHING FOR STUDENTS OF THE SPECIALTY “INFORMATION SYSTEMS AND TECHNOLOGIES”

2021 ◽  
Vol 1 ◽  
pp. 571-583
Author(s):  
Nina Shvaikina
Keyword(s):  
Information Systems ◽  
English Language ◽  
English Language Teaching ◽  
Control Group ◽  
Learning Technology ◽  
Joint Activities ◽  
Project Learning ◽  
Study Process ◽  
Object Of Study ◽  
And Control

The development of reflexive competence and the process of evaluating the results becomes a prerequisite for the formation of each student as a thinking, sociable and socially active person. Therefore, from the huge number of different pedagogical technologies used in universities, it is necessary to choose one that more contributes to the development of these qualities. We believe that this technology is project-learning technology by which the students learn to analyze and evaluate themselves, other participants in interaction and joint activities. We believe that the use of project learning technology in the form of the web-quest in the lesson contributes to the development of the ability to reflect. The problem of research is the optimization of ways to form reflexive competence through project training at English lessons. The purpose of the study: to form a reflexive competence using the method of projects in English lessons. Object of study: process of reflexive competence formation in students. The subject of the study: the use of project training technology in the formation of reflexive competence in students of specialty “Information systems and technologies”. Experimental work was carried out in control and experimental groups among students of the above mentioned specialty. A total of 30 students participated in the experiment. The experimental and control group was an equal number of students - 15 people. 

scholarly journals The Effect of Recast vs. Clarification Request as Two Types of Corrective Feedback on Iranian Intermediate EFL Learners' Structural Knowledge

2017 ◽  
Vol 8 (1) ◽  
pp. 87
Author(s):  
Mahpareh Poorahmadi ◽  
Zahra Ghariblaki
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Corrective Feedback ◽  
Structural Knowledge ◽  
Control Group ◽  
Homogeneity Test ◽  
Feedback Group ◽  
Feedback Type ◽  
Oral Feedback ◽  
Clarification Request

The present study, considering Form-Focused Instruction as the theoretical framework f the study, is an attempt to study the benefits of two types of teacher feedback in structural knowledge. In the current study, in the two experimental groups, students were taught syntactic items. One of these classes was offered recast as the main feedback type. The other groups offered clarification request feedback. Later the outcome of these groups compared to one another and to the control group who did receive no feedback on their structural knowledge errors. The participants in this study included three groups of Intermediate level English language learners from intact classes of Marefat Language Institute. The selected students were sampled based on their scores on PET proficiency test. In the main study 90 students (30 students in clarification request group, 30 students in oral feedback group, and 30 students in the control group) were selected out of 120 students based on the homogeneity test. Students in the clarification request group and oral feedback group received the related treatment while students in the control group received regular planning. The result of statistical analysis (ANOVA) suggested that recast group and clarification request group outperformed the control group and the clarification group outperformed the recast group.

THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT

2020 ◽  
pp. 1-33
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Target Structure ◽  
Elicited Imitation ◽  
Efl Learners ◽  
Grammaticality Judgment ◽  
L2 Development ◽  
And Control ◽  
Experimental Group

Abstract This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

Effect of Teachers’ Written Corrective Feedback on Saudi EFL University Students’ Writing Achievements

2016 ◽  
Vol 8 (5) ◽  
pp. 15 ◽  
Author(s):  
Sultan H. Alharbi
Keyword(s):  
University Students ◽  
English Language ◽  
Corrective Feedback ◽  
Future Research ◽  
Control Group ◽  
King Saud University ◽  
Written Corrective Feedback ◽  
Efl Students ◽  
And Control ◽  
Positive Effect

<p class="2"><span lang="X-NONE">The current study aims to examine the effect of teachers’ written corrective feedback (CF) on male Saudi EFL university students’ writing achievements. It also attempts to explore how these Saudi EFL students perceive their teachers’ CF. The sample of the current study comprised of 50 student participants chosen at random from the Department of English Language and Translation (DELT) in the College of Languages and Translation (COLT) at King Saud University (KSU). The students were distributed into two groups: experimental group (n=25) and control group (n=25). Data were gathered over a 10-week period through a pre-/posttest design for comparable groups. The results indicated that the students in the experiment group achieved better than the students in the control group on the measure, indicating that teachers’ written CF had a significant positive effect on participants’ writing achievements. The results also indicated that the participants revealed a positive attitude toward teachers’ written CF. The study concludes with the limitations and implications of the findings as well as recommendations for future research.</span></p>

scholarly journals Effect of Teachers’ Corrective Feedback on Learners’ Oral Accuracy in English Speaking Lessons

2021 ◽  
Vol 20 (10) ◽  
pp. 313-330
Author(s):  
Huong Thanh Nhac
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Corrective Feedback ◽  
Education Institution ◽  
Vital Role ◽  
English Language Teaching ◽  
Control Group ◽  
Metalinguistic Feedback ◽  
Before And After ◽  
English Speaking

Corrective feedback plays a vital role in contributing to the success of English language teaching and learning at all levels owing to its essential functions in developing learners’ English capacity. However, the ongoing debate on how effective corrective feedback is still remains controversial among educational scholars. This empirical study examined the effects of teachers’ corrective feedback on learners’ English oral accuracy at a higher education institution. The study used a before-and-after approach with the involvement of 47 law major sophomores at lower intermediate level who were divided into control and experimental groups. Specifically, the experimental group included two batches, including 16 participants companions receiving the explicit correction and metalinguistic feedback, and 15 learners provided with recast and clarification requests. In addition, there were 16 participants in the control group who were given no form of corrective feedback during English speaking lessons. The results indicate that the efficacy of corrective feedback is clearly acknowledged thanks to the contrastive analysis of the outcome in the learners' performance on the post-tests. In particular, the results of the explicit corrective feedback slightly outweighed the results of the control group receiving implicit feedback in terms of improving learners’ accurate usage of grammar, vocabulary, and pronunciation. The findings emphasise the importance of teachers’ corrective feedback in helping students improve their English competency.

scholarly journals Implementing a Cultural Model to Increase English-Language Proficiency at an International College

2018 ◽  
Vol 23 (2) ◽  
pp. 49
Author(s):  
Janice Lee Scarinci ◽  
Edward Howell
Keyword(s):  
Language Proficiency ◽  
Emerging Economies ◽  
English Language ◽  
Research Question ◽  
English Language Proficiency ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
International College ◽  
And Control

Research Question: The purpose of this study was to determine whether the addition of an American Cultural Model to an existing English as a Second Language (ESL) program improved the performance of international students.  Idea: The English language proficiency is essential for students in global emerging economies in order to be competitive, and our study can be generalized to learning other languages within the respective cultural model. Motivation: The results of our study can be applied to higher education worldwide since currently the international business language is English.  Data: The data collected were analyzed and interpreted to determine whether cultural training improved scores on the Test of English as a Foreign Language (TOEFL).  Tools: Two groups of incoming students were compared as the treatment and control groups, using the t-test with appropriate statistical package. Findings: Data analysis showed a statistically significant difference in TOEFL scores between the control group and the experimental group benefiting from the implementation of the Introduction of the American Cultural Model. Contribution: The English language proficiency is essential for students in global emerging economies in order for them to be competitive, and our study can be generalized to learning other languages within a respective cultural model.

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.

scholarly journals EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

2010 ◽  
Vol 32 (2) ◽  
pp. 235-263 ◽  
Author(s):  
Yingli Yang ◽  
Roy Lyster
Keyword(s):  
Repeated Measures ◽  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Chinese Learners ◽  
Quasi Experimental ◽  
Group A ◽  
Improving Accuracy ◽  
The University ◽  
Post Hoc

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners’ use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a control group and then participated in form-focused production activities that elicited the target forms. In the two feedback groups, teachers consistently provided one type of feedback (i.e., either recasts or prompts) in response to learners’ errors during the activities, whereas in the control group, the teacher provided feedback only on content. Pretests, immediate posttests, and delayed posttests administered 2 weeks after the treatment assessed participants’ acquisition of regular and irregular past tense forms in both oral and written production. Comparisons of group means across testing sessions using a repeated-measures ANOVA consistently revealed large effects for time. Post hoc within-group analyses of the eight immediate- and delayed-posttest measures revealed significant gains by the prompt group on all eight measures, the recast group on four, and the control group on three. The effects of prompts were larger than those of recasts for increasing accuracy in the use of regular past tense forms, whereas prompts and recasts had similar effects on improving accuracy in the use of irregular past tense forms.

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