Explicit Feedback, Implicit Feedback and Learner Beliefs on Corrective Feedback: Does Cultural Factor Influence Learner’s Preference of Corrective Feedback?

Yi Wang

doi:10.23977/aetp.2017.12003

Abstract

This study compared the learner preferences for particular types of error correction between two distinct cultural groups in the foreign language learning context. The learners of English from a Chinese university and L2 Chinese Learners from an American university participated in the study. Repeated measures ANOVAs and Pairwise comparison revealed that certain background factors that may predict beliefs and some beliefs about feedback may be shared across the cultures.

Highlights

Corrective feedback facilitates L2 learning and it helps to direct learners’ attention to second language form
The data of the Likert scale selections from Corrective feedback Analysis Questionaire were converted to values by attributing points to the selection. 1( very good) was allocated 4 points, 2 3 points, 3 2 points, and 1(very bad) 1 point
Within group analysis indicated that students from both cultural groups ranked the three feedback families in identical fashion, though Chinese Students provided higher overall rankings for all three feedback families

Summary

Introduction

Corrective feedback facilitates L2 learning and it helps to direct learners’ attention to second language form. It is defined as a teacher’s reactive move that invites a learner to attend to the grammatical accuracy of the utterance which is produced by the learner. By analyzing learner preferences for particular types of error correction between two distinct cultural groups in the EFL context, it tries to find some patterns which may raise teacher awareness. It will help solve the discrepancy between the teacher’s intensions of the feedback and student’s understandings of those intensions

Methods

Results

Conclusion