The Effect of Teacher’s Corrective Feedback Through Online Conferencing on Elementary Students’ English-Speaking Confidence – A Secondary Publication

Abstract

The purpose of this study is to investigate the effect of teacher’s corrective feedback through online conferencingon elementary students‘ English-speaking confidence. This study was conducted for 4 months from August to DecemberThere were 6 participants, aged 8 to 13 enrolled in a private education institute where they attended English classesusing mobile devices. During this case study, the students were asked to use English, the learners’ target language, wheninteracting with their teacher. When learners struggled to understand the teacher’s English instructions, the teacher guidedthem in Korean. All the classes were video-recorded and transcribed by the teacher. Data were analyzed to examine theprogress of participants’ voluntary English production stimulated by having conversational interactions with the teacher.The findings were as follows. Initially, participants’ anxiety levels were high in the beginning. Subsequently, they wereable to speak English words, give their opinions in English, and join the conversation in English with the teacher. Finally,feedback from the teacher through conversational interactions helped learners understand how to speak in English betterand build up confidence. As a result, it is necessary to interact with the teachers and peers using learners’ target language toimprove English communication skills.