Corrective Feedback in Learning Interaction: Integration of Surface Strategy Taxonomy

The article aimed to determine the types of errors found in classroom learning interactions at (Perguruan Tinggi Keagamaan Islam) PTKI Metro, to analyze the strategies used in correcting student errors in classroom learning interactions at PTKI Metro and to know the aspects of Surface Strategy Taxonomy which was found in classroom learning interaction errors at PTKI Metro. In analyzing the data, the researchers used the theory of Dalton-Puffer (2007) which was used to find out and describe the types of common student errors in the interaction of learning English in the classroom. Then, using the theory offered by Mendez at al (2010) which is applied to analyze the types of lecturer strategies in correcting student errors in learning. The researcher also analyzed the linguistic aspects of the taxonomy category in the student's errors using the theory of Dulay, Burth, and Krhashen (1982). The results show that the corrective feedback strategies used by lecturers at PTKI Metro City were Explicit Correction, Recast, Clarification Request, and Metalinguistic Feedback. And this study also classifies the types of errors based on the Aspects Surface Strategy Taxonomy on learning interactions in the classroom.

Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting

<p>This study investigates the strategies of oral corrective feedback applied by senior teachers in EFL speaking classes. It is to shed light on whether those strategies used are effective to lead the repair uptake. Additionally, it is to find out the attempts done by the learners to repair their errors. This study applies a qualitative method that uses classroom observations as the technique for collecting the data. The data are taken from speaking classes taught by three senior teachers in three universities. The study reveals that the corrective feedback strategies of correct forms elicited were effective to lead to repair uptake. Those were elicitation, clarification request, repetition, and metalinguistic cue. Related to uptake, the learners attempted to achieve well-formed sentences by the process of Needs Repair to Repair uptake. It involved the same errors and acknowledgment for Needs Repair and incorporation, repetition, and self-repair for repair uptake. It is recommended that teachers apply the correct form elicited corrective feedback strategies to correct learners’ erroneous forms and provide the uptake since it is the learning process.</p><p>Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair </p>

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

Using Drama Approach and Oral Corrective Feedback in Enhancing Language Intelligibility and Oral Fluency among English Majors

The present paper investigated the effect of drama approach and oral corrective feedback on improving English majors intelligibility and oral fluency at Shaqra’ University, Kingdom of Saudi Arabia. The tools of the present paper were an interview, pre-posttests, a rubric of the scoring scale and an observation checklist. The participants of the paper were thirty English majors. The paper compared the conventional method to the intervention based on two types of drama approach strategies and three types of oral corrective feedback. Data were statistically analyzed to test the hypotheses. The results indicated that there were no significant differences between the paper groups due to the conventional method in the pretest, whereas there were significant differences in the posttest in favor of the experimental group due to the intervention. Findings of the observation techniques indicated that thought tracking was preferred by the students to soundscape and clarification request mostly used by the teacher.

Negotiation of Form Among the Displaced

This chapter presents a mixed-methods study of error sequences in an English as a Second Language (ESL) classroom comprised of refugees from multiple countries to answer the question: What does the negotiation of feedback look like among displaced, preliterate learners? Teacher-student dialogue at an international language learning centre was recorded and coded, totalling 12.5 hours of data. A total of 146 error sequences consisted of a learner error, followed by the teacher's feedback and the student's uptake. Results show that when content errors occurred among this population, elicitation, feedback that many scholars suggest is the most effective form, is not as effective as metalinguistic feedback. The reasons for this difference are consequently explored. Findings also indicate that certain types of feedback (metalinguistic feedback, elicitation, clarification request) lead to self-repair better than others (recast, explicit correction).

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

Male and female students' uptake in responding to oral corrective feedback

<p>This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification<strong>.</strong> The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.</p>

REMEDIAL AND CORRECTIVE FEEDBACK STRATEGIES FOR IMPROVING STUDENTS’ ENGLISH LANGUAGE PROFICIENCY

The study used descriptive research design to evaluate the use of remedial and corrective feedback strategies in improving students’ English language proficiency. Purposive sampling of English teachers and secondary students were surveyed and interviewed to address the research objectives. Descriptive statistics were used to analyse the data gathered using researcher-made instrument. Findings show that peer support program and handling students’ behaviour problems were the most commonly used remedial strategies by the English teachers whereas, explicit correction, clarification request, recast, elicitation and paralinguistic signal were the commonly used corrective feedback strategies in teaching English. Cross-examination in the students’ grades indicates positive effect of remedial and corrective feedback strategies in improving the English language proficiency of the students. The teachers know well how to use corrective feedback strategies although some might not be aware that they are using it. Corrective feedback should also come first since it can be incorporated in the remedial teaching strategy while the teacher is conducting remedial classes. This will further enhance their teaching while providing concrete ways to help improve the students’ English language proficiency.

Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.

THE ANALYSIS OF THE TYPES OF COMMUNICATION STRATEGY USED BY THE TEACHER IN TEACHING THE SEVENTH GRADE STUDENTS OF SMP LAB UNIVERSITAS PENDIDIKAN GANESHA

This study aimed at describing the types of communication strategy used by the teacher of SMP LAB Singaraja in teaching seventh grade students, the most frequent types of communication strategy used and the teacher’s reasons in using those strategies. This study was designed as a descriptive qualitative. The sample of this study was a teacher in SMP Lab Singaraja who teaches the seventh grade students in that school. The data was collected by field recording, interview, and observation sheet. The result of this study shows that comprehension check was the most frequent strategy used in the learning process with total occurrence of 7 times, followed by language switching 5 times, approximation 4 times, paralanguage 3 times, topic avoidance 2 times and then both clarification request and circumlocution occurred 1 time.