scholarly journals Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

2020 ◽  
Vol 13 (2) ◽  
pp. 16
Author(s):  
Maysa M. Qutob ◽  
Abeer Ahmed Madini
Keyword(s):  
Foreign Language ◽  
Private School ◽  
Corrective Feedback ◽  
Efl Learners ◽  
Constructive Feedback ◽  
Different Types ◽  
Written Assignments ◽  
Qualitative Part ◽  
To Receive ◽  
One Way Anova

The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

scholarly journals Effects of recasts, clarification requests on suprasegment development of English intonation

2021 ◽  
pp. 311-325
Author(s):  
Wei Zhang ◽  
Hui Chang ◽  
Yi Liao
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Phonological Knowledge ◽  
Different Types ◽  
Acoustic Analyses ◽  
Language Input

A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types of corrective feedback-recasts and clarification requests-can differentially affect the suprasegment development of English intonation. All participants received 5 treatment sessions designed to encourage them to notice and practice the target feature in meaningful discourse; recasts or clarification requests were provided to the participants’ untargetlike production, except those in the control group (n=34), who received comparable instruction but without corrective feedback. Acoustic analyses were conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity and tone selection elicited via pretest and posttest measures targeting trained instances and untrained instances. The results showed that 1) recasts are more effective than clarification requests on EFL learners’ suprasegment development of English intonation; 2) recasts may not only lead learners to establish, reinforce and generalize their new phonological knowledge of English intonation that they had practiced during the treatments, but also help them transmit their attention from trained to untrained learning of foreign language input at a suprasegmental level.

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

scholarly journals MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Luu Thi Huong
Keyword(s):  
Foreign Language ◽  
Research Question ◽  
Corrective Feedback ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
English Speaking

This study aimed at examining matches or mismatches between teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at a Vietnamese university. Observation and two parallel questionnaires adapted from Katayama (2007) and Smith (2010) were used to gather data from five EFL teachers and 138 English-majored students. Multiple findings pertaining to each research question were revealed. Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur.

scholarly journals Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110475
Author(s):  
Andrew Schenck
Keyword(s):  
Foreign Language ◽  
Meta Analysis ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
Efl Learners ◽  
Grammatical Complexity ◽  
Self Repair

Past experimental studies of corrective feedback (CF) have isolated factors like grammatical complexity, learner proficiency, and L1 one by one, carefully designing experiments that eliminate the influence of “extraneous” factors. Because each factor is actually codependent, more holistic study is needed. Eleven studies, all of which had English as a Foreign Language (EFL) learners with a Persian L1 and productive measures of speech or writing, were selected for meta-analytic examination. Results suggest that type of grammatical feature, as well as associated learner variables such as L1 similarity or proficiency, collectively influence the efficacy of different CF types. As variables jointly add to the difficulty of a grammatical feature, CF providing a kind of scaffold, in the form of a written or oral reformulation from the teacher, appears to be the most effective. As grammatical difficulty decreases, learners appear to benefit from CF in which the learner is compelled to self-repair.

scholarly journals The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners

2021 ◽  
Vol 16 (2) ◽  
pp. 669-685
Author(s):  
Parivash Jamali Kivi ◽  
Ronald M. Hernández ◽  
Jorge Luis Escalante Flores ◽  
Doris Fuster-Guillén
Keyword(s):  
Learning Styles ◽  
Research Question ◽  
Cognitive Styles ◽  
Corrective Feedback ◽  
Placement Test ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Iranian Students

This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.   Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.

scholarly journals Interferences in Writing Skills Performance of BA Students Enrolled in Norwegian Didactics

2022 ◽  
Vol 9 (2) ◽  
pp. 51-65
Author(s):  
Raluca Pop
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Writing Skills ◽  
Foreign Language Teaching ◽  
Student Feedback ◽  
Instructional Materials ◽  
Language Transfer ◽  
Teaching Language ◽  
Different Types ◽  
To Receive

This article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials.   Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.  

scholarly journals Aspects Marking in English and Thali: A Contrastive Study

2019 ◽  
Vol 9 (5) ◽  
pp. 170
Author(s):  
Zafar Iqbal Bhatti ◽  
Arshad Ali Khan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Past Participle ◽  
Present Perfect ◽  
Pedagogical Strategies ◽  
Efl Learners ◽  
Contrastive Study ◽  
Different Types ◽  
Present Participle

The purpose of the paper is to explore the aspect system in Thali, a language spoken in Thal region, including district Layya, Bhakar and neighboring areas of Jhang, in Punjab province by a large number of people. This research paper presents comparisons and contrasts between Thali aspect system and English aspect system. There are only two aspects in Thali, namely, perfect and progressive. Perfect aspect can be categorized into past perfect and present perfect in terms of time dimensions. Similarly, progressive aspect is also categorized into past progressive and present progressive from time dimensions. All types of aspects in Thali are morphologically marked but aspect system in English is different by using morphological marking as well as several complex constructions like have + past participle, be + present participle, and have + been + present participle for perfect, progressive and perfect progressive, respectively. Thali has only four structures for aspect whereas English has 17 different types of aspectual structures described in examples (24–40). The analyses and data examined in the paper are basically drawn from the native speaker intuitions and grammar (Beames, 1872–79). It is really a challenging job for Thali learners to conceptualise these different structures. As a final point, this paper finds out EFL issues and proposes some pedagogical strategies for teaching and learning English aspect system as a foreign language to Thali EFL learners.

Critical Thinking, Autonomy, and Lexical Knowledge of Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 878
Author(s):  
Sajad Faramarzi ◽  
Atefeh Elekaei ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Pearson Correlation ◽  
Lexical Knowledge ◽  
Efl Learners ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Relationship ◽  
Knowledge Of Learners ◽  
One Way Anova

The present study was conducted in order to identify the relationship among autonomy, critical thinking ability, and lexical knowledge of Iranian EFL learners. 114 male and female learners learning English as a foreign language participated in the present study. The obtained data was analyzed by using Pearson correlation coefficient and One-Way ANOVA. The results of the present study indicated that there was a significant positive relationship between autonomy and lexical knowledge of learners. Moreover, the results of One-Way ANOVA revealed that learners with high critical thinking ability level were the most autonomous learners. Furthermore, learners with high critical thinking ability had high lexical knowledge.

scholarly journals The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures

2016 ◽  
Vol 6 (3) ◽  
pp. 127
Author(s):  
Firoozeh Abedini ◽  
Mohammadtaghi Shahnazari
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Efl Learners ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
Third Person ◽  
Clarification Request ◽  
Grammatical Structures

<p>This study investigated whether the effects of different types of corrective feedback (CF) (simple clarification request, enhanced prompt and elliptical elicitation) would differ on the acquisition of different types of grammatical structures. The target grammatical structures were verb endings (morphological morphemes) in three different English tenses including the simple present third person singular “-s”, the present continuous verb formation marker “-ing”, and the simple past verb ending” -ed”. These targets were chosen because they are rather problematic for EFL learners to acquire. For this purpose, 31 L1 Persian EFL learners at intermediate level were given an opportunity to carry out some tasks and were provided with different types of CF on their erroneous utterances. Data analysis on the output accuracy following feedback on the three grammatical targets showed that the proportion of errors corrected in response to CF in the form of enhanced prompt was more than the proportion of errors corrected in response to the other two types of CF. These results suggest that the more explicit the CF, the more effective it would be in correcting language learners’ erroneous utterances regardless of the type of given grammatical structure.</p>

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