Abstract
This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. ...
Highlights
Error is a natural part of learning; likewise, the feedback given to correct errors is a natural, inevitable and powerful part of both learning and teaching. Hattie and Timperley (2007) emphasize an important aspect of teaching in their claim that teaching involves the transfer of knowledge and an understanding of how students make progress during this transfer process
This study investigates the preferences of English as a Foreign Language (EFL) learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two
Like many other studies conducted in a Turkish educational context, the results of the current study related to the distribution of learning styles support the claim of Aşkar and Akkoyunlu (1993), who argue that the most common learning style in Turkey is that of an assimilator and the least common one is that of an accommodator
Summary
Error is a natural part of learning; likewise, the feedback given to correct errors is a natural, inevitable and powerful part of both learning and teaching. Hattie and Timperley (2007) emphasize an important aspect of teaching in their claim that teaching involves the transfer of knowledge and an understanding of how students make progress during this transfer process. Educators should consider many factors prior to giving corrective feedback (Long, 1977) They should consider the timing of their feedback, its mode of expression, and its focus or function (Çevikbaş & Argün, 2016). Brookhart (2008) has clarified that educators should contemplate whether to give immediate or delayed feedback, the amount and frequency of their feedback, whether the feedback should be writing or oral, and whether to give group or individual feedback. These considerations vary according to circumstance and depend upon teachers’, as well as students’ feedback preferences, as there is no single method of feedback that has proven useful in all situations
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