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. 

scholarly journals Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia

2021 ◽  
Vol 3 (1) ◽  
pp. 68-75
Author(s):  
Hira Hanif
Keyword(s):  
Saudi Arabia ◽  
Error Correction ◽  
Empirical Evidence ◽  
Corrective Feedback ◽  
Saudi Arabian ◽  
University Teachers ◽  
Short Questionnaire ◽  
Efl Context ◽  
Efl Teachers ◽  
Oral Corrective Feedback

Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research?  For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.

scholarly journals Exploring Native and Non-Native EFL Teachers’ Oral Corrective Feedback Practices: An Observational Study

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Yusuf Demir ◽  
Kemal Sinan Özmen
Keyword(s):  
Corrective Feedback ◽  
Cultural Influences ◽  
Teaching Experience ◽  
Efl Context ◽  
Efl Teachers ◽  
Different Types ◽  
Oral Corrective Feedback ◽  
English Speaking ◽  
Native English Speaking Teachers

Commonly defined as L2 teachers’ responses to learners’ erroneous utterances, oral correctivefeedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreignlanguage classes and has gained growing momentum in SLA research in recent years.However, how OCF preferences of English teachers vary in terms of their native-nonnativespeaker status remains as an uncharted territory of inquiry specifically in an expanding-circlecontext. This study aims to reveal the differences between in-class OCF practices of native andnon-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and toexplore the cross-cultural influences that might affect these practices. To these ends, structuredclassroom observations and interviews were conducted with seven NESTs and seven NNESTs.The findings of the observations showed that the NESTs’ and NNESTs’ in-class OCF practicesdiffered considerably in terms of their tolerance of errors, preferred OCF types, the amount ofOCF and different types of OCF to different types of errors. Moreover, the follow-up interviewfindings demonstrated some similar and different dispositions between the teacher groupsconcerning several dimensions (whether, how, when, and which errors should be corrected, andby whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.

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 Error Correction Strategies for the Classroom Oral Proficiency Used By Jordanian Teachers at Secondary Level

2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Abeer Al-Ghazo
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Oral Proficiency ◽  
Secondary Level ◽  
Preference Elicitation ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
Correction Strategies

<p>The aim of the present study was to explore the Jordanian EFL teachers' error correction strategies for the classroom oral proficiency at secondary level. For the purpose of obtaining information needed to achieve the    objectives of the study, the researchers used the Teacher's Preference Elicitation Questionnaire.  This Questionnaire was adapted from Michael (2007) to elicit the types of oral corrective feedback that teachers prefer to use to correct their students' oral errors, grammatical and pronunciation errors.  The questionnaire was administered to40 teachers. The findings revealed that the teachers used all types of oral corrective feedback with a grand mean of (3.29) .Meta linguistic feedback , recast, elicitation, instructions and questioning (Peer-correction) were reported to be the most  used strategies of oral corrective feedback.</p>

scholarly journals Exploring EFL Teachers’ Perceptions of CLIL and Its Implementation in the Saudi EFL Context

2019 ◽  
Vol 12 (10) ◽  
pp. 114
Author(s):  
Uzma Manzur Hashmi
Keyword(s):  
Qualitative Data ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Vision 2030 ◽  
Pros And Cons ◽  
Data Collection Technique ◽  
Practical Constraints

This study aims to explore the perceptions of English as Foreign Language (EFL) teachers about the notion of Content and Language Integrated Learning (CLIL) in the Saudi EFL contexts. The veteran EFL teachers share their views regarding the application and implementation of CLIL approach. This study has looked into this issue from an interpretivist lens employing qualitative data collection technique, i. e. semi-structured interviews. The data were collected from 10 EFL teachers. The qualitative data were thematically analyzed that led to four major themes. The key findings reveal that CLIL is not a frequently used concept in this part of the world; however, its usefulness and effectiveness are recognized by the participants who also express their views about the pros and cons and other practical constraints that might affect the implementation of CLIL programs in the Saudi EFL context. One of the major issues that teachers have highlighted is the training programs that should encompass the idea of CLIL and train EFL teachers on the latest teaching skills to upgrade their pedagogical repertoire. Based on the findings, the study has suggested directions for the future researchers to fill the gap in the existing literature and investigate the phenomenon of CLIL in more depth in order to acknowledge its significance in the light of the Vision 2030.

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>

scholarly journals The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

2016 ◽  
Vol 9 (6) ◽  
pp. 76
Author(s):  
Emre Debreli ◽  
Nazife Onuk
Keyword(s):  
Student Achievement ◽  
Foreign Language ◽  
Error Correction ◽  
Corrective Feedback ◽  
Educational Programme ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Language Context

<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher’s preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.</p>

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

2020 ◽  
pp. 136216882093189 ◽  
Author(s):  
Xuan Van Ha ◽  
Jill C. Murray
Keyword(s):  
Primary Schools ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Educational Practice ◽  
Classroom Observations ◽  
Beliefs And Practices ◽  
Important Target ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.

Teachers' Perceptions of Students' Feelings of Clothing Deprivation

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1211-1217
Author(s):  
Sally K Francis ◽  
Debbraw. Demissee
Keyword(s):  
High Schools ◽  
Home Economics ◽  
Teachers Perceptions ◽  
Economics Students ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
Two Measures

The purpose of this study was to compare teachers' perceptions of the feelings of perceived clothing deprivation among their students with the students' actual feelings. The samples consisted of 336 home economics students in Grades 9 through 12 from 6 high schools and 140 teachers employed by the same 6 schools. Results indicated that there was no difference between teachers and students on two measures of clothing deprivation, Inability to Buy and Clothing Deprivation Relative to Peers. In addition, a number of programs for meeting students' clothing needs were identified by the teachers.

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