Oral Corrective Feedback Preferences in English Lessons: Learners’ and Teachers’ Perspectives
The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learner.
- Pub. date: July 15, 2022
- Pages: 1643-1655
- 736 Downloads
- 602 Views
- 0 Citations
The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners’ errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners’ English capacity. However, the correlation between language students’ and teachers’ views on the issues of corrective feedback including its types, methods and timing has received inadequate attention from educational scholars. This study, therefore, aimed to examine teachers’ and learners’ perceptions of corrective feedback at a higher education institution. The research employed the mixed method with the participation of 425 law-majored sophomores. Specifically, the statistics involved the survey questionnaires, follow-up interviews with students as well as the interview with thirteen teachers of English. The results indicated overall matches between learners’ and teachers’ high remarks on the necessity of oral corrective feedback in the students’ English acquisition. Notably, they both highly valued the use of metalinguistic feedback, prompt feedback for grammatical and lexical errors while explicit correction and recast were preferred for phonological errors. In terms of feedback timing, students were perceived not to be negatively affected by immediate correction, yet expressed their preferences for the delayed corrective feedback, which was compatible with teachers’ views. Such findings set practical pedagogical implications for language educators in the language teaching and learning process.
Keywords: Corrective feedback, English lessons, learners, perspectives, teachers.
References
Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73. https://doi.org/10.1016/j.system.2016.12.007
Alkhammash, R., & Gulnaz, F. (2019). Oral corrective feedback techniques: An investigation of the EFL teachers' beliefs and practices at Taif university. Arab World English Journal, 10(2), 40 -54. https://doi.org/10.24093/awej/vol10no2.4
Ananda, D. R., Febriyanti, E. R., Yamin, M., & Mu’in, F. (2017). Students’ preferences toward oral corrective feedback in speaking class at English department of Lambung Mangkurat university academic year 2015/2016. Theory and Practice in Language Studies, 7(3), 176-186. https://doi.org/10.17507/tpls.0703.03
Atma, N., & Widiati, U. (2015). EFL students’ preferences for corrective feedback in speaking instruction across speaking course levels. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 43(2), 183-195. https://bit.ly/3lCRabN
Azad, M., & Kalam, A. (2016). Bangladeshi EFL learners' perceptions and preferences for oral corrective feedback. ASA University Review, 10(2), 75-84. https://bit.ly/3wJOI8y
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Publishing. https://doi.org/10.1017/S0261444803001903
Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: Ameta-analysis. Language Teaching Research, 20(4), 436–458. https://doi.org/10.1177/1362168814563200
Calafato, R. (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon 6(8), e04471. https://doi.org/10.1016/j.heliyon.2020.e04471
Calsiyao, I. S. (2015). Corrective feedback in classroom oral errors among Kalinga-Apayao State College students. International Journal of Social Science and Humanities Research, 3(1), 394-400.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/bf02310555
Davis, A. (2003). Teachers' and students' beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207–222. https://doi.org/10/1080/09500790308660303
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration and processing (2nd ed.). Routledge. https://doi.org/10.1111/j.1540-4781.2011.01252.x
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3–18. https://doi.org/10.5070/l2v1i1.9054
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 3–18). Routledge. https://doi.org/10.4324/9781315621432-2
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–358. https://doi.org/10.1017/S0272263106060141
Gómez Argüelles, L., Hernández Méndez, E., & Perales Escudero, M. D. (2019). EFL teachers’ attitudes towards oral corrective feedback: A case study. Profile Issues in Teachers’ Professional Development, 21(1), 107-120. https://doi.org/10.15446/profile.v21n1.69508
Ha, X. V., Murray, J., & Riazi, A. M. (2021). High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. Studies in Second Language Learning and Teaching, 11(2), 235–264. https://doi.org/10.14746/ssllt.2021.11.2.4
Ha, X. V., & Murray, J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL Teachers. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820931897
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 1-14. https://doi.org/10.1016/j.system.2020.102405
Ha, X. V., & Nguyen, L. T. (2021). Targets and sources of oral corrective feedback in English as a foreign language classrooms: Are students' and teachers' beliefs aligned? Frontiers in Psychology, 12, 697160. https://doi.org/10.3389/fpsyg.2021.697160
Harmer, J. (2007). The practice of English language teaching (4th ed). Pearson.
Jean, G., & Simard, D. (2011). Grammar teaching and learning in L2: Necessary, but boring? Foreign Language Annals, 44(3), 467–494. https://doi.org/10.1111/j.1944-9720.2011.01143.x
Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation Language Learning and Teaching, 10(3), 206–219. https://doi.org/10.1080/17501229.2014.939656
Kim, Y., & Mostafa, T. (2021). Teachers’ and students’ beliefs and perspectives about corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 561–580). Cambridge University Press. https://doi.org/10.1017/9781108589789.027
Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 4(1), 217-230. https://doi.org/10.1016/j.system.2013.01.022
Li, H., & Iwashita, N. (2021). The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students. Language Teaching Research, 25(2), 209-233. https://doi.org/10.1177/1362168819839727
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309 - 365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
Li, S. (2017). Student and teacher beliefs and attitudes about oral corrective feedback. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 143–157). Routledge. https://doi.org/10.4324/9781315621432-11
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. https://doi.org/10.1016/j.system.2019.05.006
Luu, T. H. (2020). Match and mismatches between EFL teachers’ and students’ preferences for corrective feedback in English speaking classes at a Vietnamese university. VNU Journal of Foreign Studies, 36(1), 142-155. https://doi.org/10.25073/2525-2445/vnufs.4505
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269 - 300. https://doi.org/10.1017/S0272263106060128
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1- 40. https://doi.org/10.1017/S0261444812000365
Nassaji, H. (2016). Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562. https://doi.org/10.1177/1362168816644940
Nassaji, H. (2017). The effectiveness of extensive versus intensive recasts for learning L2 grammar. Modern Language Journal, 101(2), 353–368. https://doi.org/10.1111/modl.12378
Nassaji, H., & Kartchava, E. (2020). Corrective feedback and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from Good Language Teachers (pp. 151–163). Cambridge University Press. https://doi.org/10.1017/9781108774390.015
Nguyen, L. T., & Newton, J. (2019). Corrective feedback in pronunciation teaching: A Vietnamese perspective. In J. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference (pp. 201–212). Iowa State University.
Nhac, H. T. (2021). Effects of teachers’ corrective feedback on learners’ oral accuracy in English speaking lessons. International Journal of Learning, Teaching and Educational Research, 20(10), 313-330. https://doi.org/10.26803/ijlter.20.10.17
Oladejo, J. A. (1993). Error correction in ESL: Learner's preferences. TESL Canada Journal, 10(2), 71–89. https://doi.org/10.18806/tesl.v10i2.619
Ölmezer-Öztürk, E., & Öztürk, G. (2016). İngilizce'nin yabancı dil olarak öğretildiği sınıflarda düzeltici sözlü dönütlerin türleri ve zamanlaması üzerine öğrenci görüşleri [Types and timing of oral corrective feedback in EFL classrooms: Voices from students]. NOVITAS ROYAL: Research on Youth and Language, 10(2), 113-133. https://files.eric.ed.gov/fulltext/EJ1167213.pdf
Papangkorn, P. (2015). SSRUIC students‟ attitude and preference toward error corrections. Procedia-Social and Behavioral Sciences, 197, 1841-1846. https://doi.org/10.1016/j.sbspro.2015.07.244
Pham, N. L., & Iwashita, N. (2018). Using corrective feedback on writing to enhance Vietnamese learners’ autonomy. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT: Listening, Speaking, Reading, Writing. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-63444-9_15
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback, Language Awareness, 25(4), 318-335. https://doi.org/10.1080/09658416.2016.1235580
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students' and teachers' views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343–364. https://doi.org/10.1111/j.1944-9720.1996.tb01247.x
Tran, K. N., & Nguyen, T. C. (2020). Teachers’ perceptions about oral corrective feedback in EFL speaking classes: A case at colleges in the Mekong Delta, Vietnam. European Journal of Foreign Language Teaching, 5(2), 18-31. https://doi.org/10.46827/ejfl.v5i2.3322
Ünsal Şakiroğlu, H. (2020). Oral corrective feedback preferences of university students in English communication classes. International Journal of Research in Education and Science, 6(1), 172-178. https://doi.org/10.46328/ijres.v6i1.806
Wang, W., & Li, S. (2020). Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture, and Curriculum, 34(1), 35-50. http://doi.org/10.1080/07908318.2020.1767124
Zhang, L. J., & Rahimi, M. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439. https://doi.org/10.1016/j.system.2014.01.012
Zhu, Y., & Wang, B. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: A large-scale survey. Language Awareness, 28(2), 1–29. https://doi.org/10.1080/09658416.2019.1620755