Corrective Feedback Practices Research Articles

Using an Online Teaching Platform to Improve Corrective Feedback Practices in EFL Writing Lessons

Distance education has become a prominent part of the education system around the globe in recent years. The limitations and problems encountered during online lessons have made teachers and administrators overlook the many benefits that distance education can offer. In an attempt to dispel this misconception, this study shows that not only can online lessons match the efficiency of traditional face-to-face lessons, but they can actually become more efficient in teaching writing to EFL students. Sixteen undergraduate students from a state university received online EFL writing lessons for two months using Google Classroom. A questionnaire was created to investigate the benefits of using this online platform in such lessons. The results were interpreted by calculating the average means for each questionnaire section and examining participant answers to open-ended questions. Overall, the participants declared that the use of Google Classroom improved both the quality and quantity of feedback, interaction, and group work in online lessons, resulting in better learning outcomes.

Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman

Understanding students’ attitudes toward oral corrective feedback is pivotal. This case study explored English Language Omani students’ attitudes toward teachers’ oral corrective feedback strategies to check the congruence between teachers’ and students’ preferences. We raised the following questions: What types of oral corrective feedback are used by teachers and preferred by students? Observational data were collected from two Omani English teachers to discern the types and frequencies of Oral Corrective Feedback utilized. Additionally, semi-structured interviews with six students were conducted to gain a holistic view of their perspectives and preferences. Classroom observations were quantitatively scrutinized for data analysis, whereas the interview data underwent a grounded theory procedure. The data demonstrated that teachers predominantly employed the ‘recast’ type of feedback. Notably, students showcased a generally positive attitude towards Oral Corrective Feedback. They preferred the ‘repetition’ and ‘elicitation’ feedback types. Moreover, internal factors, like personal motivation and language proficiency, and external factors, such as curriculum challenges and teacher personalities, emerged as significant influencers of their attitudes and choices. The study unearthed an incongruence between students’ preferences and the teachers’ actual Oral Corrective Feedback practices. This incongruence suggests potential impediments to the effectiveness of feedback in facilitating optimal learning experiences. There is a need to bridge the gap between teaching practices and student preferences to improve learning outcomes and feedback.

ADDRESSING CHALLENGES IN LANGUAGE TEACHING IN INDIA: EXPLORING THE ROLE OF CORRECTIVE FEEDBACK IN ENHANCING LEARNING

Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.

Students’ Perception of Using Screencast Video Feedback in EFL Writing Class

The provision of feedback is an inseparable part of the learning-to-write process. It involves teachers’ extensive engagement in responding to learners’ written works by providing explanations of errors and offering suggestions for improvement. High-quality feedback, in return, promotes students’ active participation and enhances their motivation in their writing performance. The advent of modern technology brought the necessity to reconsider traditional written corrective feedback practices and enabled the provision of audio and video feedback through screencast technology. The latter can offer alternative ways to written corrective feedback in writing instruction and provide instructors, as well as learners, with new opportunities for writing skill development. In light of the above-mentioned, the goal of this study is to investigate EFL students’ perceptions of receiving screencast video feedback in their writing course. To explore students' perception of video feedback, an online questionnaire was applied to a group of 30 students studying English writing as part of the First Certificate in English course. The emphasis of the questionnaire was on the benefits of screencast technology in providing oral feedback and the challenges faced by the participants. It also investigated the participants' overall experience of receiving video feedback. The findings of the study revealed that the majority of the participants perceived screencast video feedback positively highlighting its nature of being clear, individualized, supportive, and engaging.

Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms

Many studies have examined the effects of oral corrective feedback on language learning. However, much less research has examined the role of teacher cognition in this area. In particular, research on teacher cognition and its relationship with teachers' actual classroom practices has received relatively less attention. The present study examined four male and female EFL teachers' stated cognition and its relationship with their corrective feedback practices in intermediate-level classrooms. Data consisted of audio recordings of 14 h of classroom interaction collected over five weeks, a cognition questionnaire, and stimulated recall sessions. The findings revealed that while all the teachers highlighted the importance of corrective feedback, important differences were observed in their views about corrective feedback strategies. Notable discrepancies were also observed between teachers' stated cognition and their actual classroom practices regarding both the types and the amount of feedback used. The findings further our understanding of what teachers’ cognitions consist of and what roles it plays in instructional contexts.

Learning Through Correction: Oral Corrective Feedback in Online EFL Interactions

Feedback has been vital and essential in all educational settings and English as a Foreign Language (EFL) classroom interaction draws no distinction. It contributes to students' language learning and achievement. It, when involves learners during classroom interactions, becomes oral corrective feedback and has been viewed as a dynamic practice for EFL teachers to correct their learners’ mistakes on the spot. This study investigated teachers' oral corrective feedback practices in an online EFL classroom interactions context. Furthermore, it correlated teachers' responses with the type of oral corrective feedback, gender, and years of experience. To achieve the study objectives, the descriptive-correlational method was used. A questionnaire and a semi-structured interview were applied to a sample of 61 EFL teachers. The results of the questionnaire revealed that EFL teachers consistently practiced oral corrective feedback in online classroom interactions. Also, no significant differences were shown in the study sample's responses based on the type of oral corrective feedback, implicit or explicit, gender, and years of teaching experience. Considering the study findings, some implications and recommendations are suggested.

Learners' Perceptions on the Use of Oral Corrective Feedback in One-to-One EFL Classroom

Abstract. Learners’ perception plays an important role in evaluating the teaching and learning process and has an impact to the teacher’s performance during the teaching and learning process. Applying descriptive qualitative method with case study design, this study highlighted the learners’ perceptions and their preference of oral corrective feedback utilized by the teachers during the teaching and learning process. By using purposive sampling, this research involved one teacher and two learners as research participants at an English course called Amsterdam Institute located in Makassar. The data, collected through semi-structured interview and observation, resulted that the learners found themselves facilitated in responding the teacher’s utterances since the teacher’s oral corrective feedback were helpful to lead the learners’ accuracy or just to help them acknowledge their errors in terms of grammar, lexis, the use of L1, and particularly in phonology (pronunciation). Furthermore, inconsistencies between the students’ preference and the teacher’s feedback use in terms of the time to provide oral corrective feedback are identified. Students preferred being given time to work out their error, while teacher mostly gave feedback directly. Thus, it can be concluded that giving more time for students to provide self-repair can be a way for students to make sense of error they committed. The results further highlight a significant impact for teachers’ beliefs on their corrective feedback practices, especially for those teaching using a tailor-made system. Finally, the implication of this study is discussed.Keywords: Learners’ Perceptions, Oral Corrective Feedbacks, One-To-One EFL Classroom.

Effects of a professional development program on teachers’ oral corrective feedback practices

The roles and patterns of oral corrective feedback in L2 classrooms have received extensive research attention; however, whether teachers' feedback practices can be changed via professional development activities remains to be shown. This study represents the first documented attempt to investigate the impact of a professional development program on EFL teachers' actual feedback practices. The program comprised a workshop facilitating the teachers to discuss recent research findings regarding oral corrective feedback and a follow-up program of experiential learning through reflective practice for eight weeks. The data included 30 h of video-recordings of classroom observations with ten experienced teachers before and after the program. The findings revealed that the teachers changed their practices significantly regarding four aspects of feedback, namely, feedback frequency, types, targets, and feedback for fluency work. These changes were regarded as positive because they were aligned with the implications of research findings. Implications for in-service teachers’ professional development are discussed.

High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus

Abstract Teachers’ oral corrective feedback (CF) may be influenced by the communication orientation of the lessons, but little research has taken lesson focus into account when examining the relationship between teachers’ CF beliefs and practices. This study explores teachers’ CF beliefs, practices, and the relationship between the two constructs in Vietnamese high school EFL classrooms. The study also compares and contrasts the teachers’ CF practices in relation to two opposing lesson types in terms of communication orientation. The participants were ten experienced EFL teachers from two public high schools. Analysis of audio-recorded in-depth interviews and video and audio-recorded classroom observations (n = 20 lessons, 15 h) showed a strong relationship between the lesson focus and the teachers’ practices in various aspects of feedback provision. The teachers’ beliefs were reflected more consistently in grammar lessons (where the teaching is more form-focused) than in speaking lessons (where the teaching is more meaning-focused). There was also a difference in the teachers’ CF strategies used between the two lesson types. This difference could be explained by the teachers’ background and the difference in the predictability of the learning activities and learner contributions.

L2 Teachers’ Oral Corrective Feedback Practices in Relation to Their CF Beliefs and Learner Uptake

Over the years, instructed SLA research emphasized corrective feedback (CF) interactions in different instructional contexts and showed the facilitative role of CF in L2 development. However, little research has investigated teachers' CF practices in relation to their beliefs and their impact on learner uptake in heritage language learning contexts. Through structured observations and semi-structured interviews, this study examined two teachers' CF practices, beliefs, and their impact on L2 learning in Arabic as a Heritage Language (AHL) context in one lower intermediate (LI) and one higher intermediate (HI) proficiency classes in a K-12 school in the USA. A total of 20 hour-observation data from two classes with 30 students were collected and coded based on Lyster and Ranta's (1997, 2007) taxonomy of CF types. The interview data were collected from the two class teachers and thematically coded and analyzed based on the grounded theory approach. The results showed that both teachers shared positive beliefs about CF, and preference for implicit CF and prompts. LI Teacher’s CF practices largely and HI Teacher’s practices fully reflected their CF beliefs. Whereas LI Teacher largely provided feedback for learners’ lexical errors, HI Teacher predominantly responded to learners’ grammatical errors. LI Teacher’s use of elicitation, recast, and metalinguistic feedback prove effective in leading to high uptake and repair rate. On the other hand, elicitation, and clarification requests in HI Teachers’ class were the most effective CF types. The findings suggest that teachers with informed knowledge of CF can provide CF that might ultimately lead to high uptake and repair.

Oral Corrective Feedback in a Chinese University EFL Classroom Context

This study examines the oral corrective feedback (CF) used in a Chinese university EFL classroom context, focusing on the lessons that teach the use of English articles through narrative stimulus activities. It adopts a mixed-methods research design which includes pre- and post-tests, lesson activities for providing oral corrective feedback, a questionnaire, and interviews with students. Results show that elicitation was the most frequently used CF type, while metalinguistic feedback was used least frequently by the teacher. In general, the Chinese university EFL students surveyed in this study had positive attitudes towards receiving CF. Nonetheless, they perceived elicitation as the most effective CF type and metalinguistic feedback the least effective, which interestingly mirrors the two CF types used most and least frequently by their teacher. The findings shed some light on the CF practices and students’ attitudes towards such practices in a Chinese university EFL classroom context, and offer implications for teachers on using certain types of CF.

Pratiques (numériques) de rétroaction corrective des enseignants de langue et prototype d'outil numérique pour les optimiser

Cet article décrit un projet de recherche-développement à visée formative qui porte sur les pratiques (numériques) de rétroaction corrective écrite (RCE) des enseignants de langue et la conception d'un outil numérique qui vise à les optimiser. L'article propose d'abord une vue d'ensemble sur le concept de RCE et sur les recherches empiriques qui se sont intéressées à la RCE du point de vue des enseignants. On y présente ensuite les faits saillants de deux enquêtes, pré (n = 25) et en pandémie (n = 17), sur les pratiques (numériques) de RCE d'enseignants de langue. Les résultats montrent que la RCE est une tâche importante et fastidieuse pour les enseignants, qui ont tendance à fournir des RCE exhaustives et axées sur la forme. Ils montrent aussi certaines pratiques numériques en place avant la pandémie, principalement liées à l'usage de logiciels de traitement de texte, et que la pandémie a amplifiées. Enfin, ils valident les fonctions proposées pour notre outil, qui permet à l'enseignant de développer des grilles d'annotation, d'annoter les textes et d'obtenir des statistiques de performance linguistique, notamment lexicales. Nous présentons brièvement cet outil en mettant en évidence ses affordances pour la RCE. Nous concluons en annonçant les suites du projet.

How English teachers’ corrective feedback practices can promote second language acquisition in Intermediate Phase classrooms in South Africa: A case study

In South Africa, many non-native Englishspeaking learners experience a variety of language challenges in classrooms and, as a result, underperform in national and international assessment opportunities. Teachers need to assist these learners with sufficient and effective feedback. The purpose of this qualitative study was, firstly, to explore the relationship between Hattie and Timperley’s (2007) model for effective feedback and the Interactionist Theory of Second Language Acquisition (SLA) (Gass & Mackey, 2006) and, secondly, to explore the corrective feedback practices of Intermediate Phase English Home Language teachers that promote SLA. Observations and semi-structured interviews were used to collect data from 15 purposively selected teachers from five different schools. The research findings indicate that the participants experienced various language-related challenges in their teaching of Intermediate Phase English Home Language. Mostly, the participants utilised transmission teaching approaches to provide formative, oral, written, descriptive, and self- feedback. Feedback in terms of Hattie and Timperley’s (2007) model on the task level was mostly applied as opposed to feedback on the process, self-regulation, and the self-level.

Switching to Online and its Impact on Feedback Processes: A Case Study of Seven L2 English Writing Teachers

This case study explored how the sudden switch from face-to-face to online teaching/learning has impacted the corrective feedback strategies of 7 middle and high school L2 English language writing teachers in a private school in Lebanon. The aim of the study was to investigate how these teachers adapted or altered their feedback processes in the assessment of writing. Teachers’ assessment identities are dynamic constructs composed of assessment knowledge and skills, which are impacted by social, personal, and contextual experiences. Through a feedback assessment survey, an online feedback assessment survey and an open-ended interview, the teachers critically reflected on their former corrective feedback practices as a way to unpack their current online approaches to writing assessment. This study explored the shift to online teaching, the impact on corrective feedback processes and assessment strategies, and professional development needs. Findings indicate that the teachers applied feedback formatively, used feedback to re-teach concepts, and encouraged self-assessment in their practices. However, in most instances, their varied feedback processes declined with the advent of online teaching, and they could not clearly articulate how their assessment practices altered with the adoption of online instruction. Most stated that they would go back to their original practices as soon as they were back face-to-face in the classroom. Finally, some teachers agreed that professional development would have helped them with the switch to online learning, but they adapted to this environment on their own.

Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective

TESOL JournalVolume 11, Issue 3 e00509 RESEARCH BRIEFS Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective Sin Wang Chong, Sin Wang Chong orcid.org/0000-0002-4519-0544 Queen’s University BelfastSearch for more papers by this author Sin Wang Chong, Sin Wang Chong orcid.org/0000-0002-4519-0544 Queen’s University BelfastSearch for more papers by this author First published: 30 August 2020 https://doi.org/10.1002/tesj.509Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume11, Issue3September 2020e00509 RelatedInformation

Oral corrective feedback in L2 Chinese classes: Teachers’ beliefs versus their practices

This study investigates the nature of corrective feedback (CF) and the relationship between eight Chinese-as-a-second-language (CSL) teachers' beliefs about CF and their actual practices. Data was collected through classroom observation and a questionnaire. The results indicate that recasts are the most frequently used feedback type and prompts occur least. Moreover, phonological errors receive the largest amount of CF; while various CF strategies are used across error types, recasts and explicit correction being the most prevalent. In addition, CSL teachers share common beliefs on the importance of CF, the emphasis on teacher-led feedback and the need to consider learner-related factors, but have differing beliefs on when to provide CF, what to correct, and which types of CF are most commonly used. Furthermore, their beliefs parallel their practices regarding the frequency of CF, the least-used feedback strategy, and the emphasis on teacher-led feedback. Inconsistencies are identified regarding the time to provide CF, the commonly-used CF types, and the amounts of CF. Reasons for these inconsistencies may be attributed to the instructional focus, the target language, and class size. The results further highlight a significant impact of CSL teachers’ entrenched beliefs on their CF practices. Finally, implications for Chinese language teaching are discussed.

Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses

AbstractThis study combined evidence from survey, interview, and classroom observation data to better understand the amount and type of pronunciation instruction and corrective feedback practices in French and Spanish introductory language courses (i.e., the first four semesters) at the university level in the United States. Data consisted of responses (n = 142) to a national survey and audiorecorded interviews (6 hours) and classroom observations (22 hours) of seven graduate teaching assistants (TAs) of French or Spanish from two different large (i.e., more than 15,000 students) public universities. Survey results indicated that TAs believed that when they correct pronunciation, they should prioritize mistakes that impede comprehension or change meaning. Classroom observations demonstrated that on average, 2% of instructor talk was pronunciation focused, with a majority of pronunciation episodes categorized as corrective feedback in the form of recasts. In addition, only one instance of preplanned pronunciation teaching occurred in the data. The findings suggest that current pronunciation teaching practices in this context are rare and largely reactive.

When Less May Be More: Rethinking Teachers’ Written Corrective Feedback Practices: Interview with Icy Lee

When Less May Be More: Rethinking Teachers’ Written Corrective Feedback Practices: Interview with Icy Lee

Teachers\u2019 writing proficiency and assessment ability: the missing link in teachers\u2019 written corrective feedback practice in an Iranian EFL context

BackgroundTeachers’ writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and rigorously. To bridge the gap, we investigated the writing proficiency, writing assessment ability, and written corrective feedback beliefs and practices of Iranian English teachers who gave feedback on learners’ writings.MethodsTo this end, 103 Iranian teachers who had the experience of writing instruction and assessment in their classrooms completed two writing tasks, assessed and gave feedback on two writing tasks, and responded to a researcher-made questionnaire inspecting their feedback beliefs and practices and research interest.ResultsThe data analysis showed that the teachers’ writing proficiency did not satisfy the expectations and standards. Their writing assessment ability was also not accurate. Moreover, the data obtained from the questionnaire indicated that the teachers mostly gave unfocused direct written corrective feedback; they did not use technology in writing instruction; and most of them did not ask the learners to revise the texts which received feedback. Furthermore, the results showed that a majority of the teachers did not study the research papers because they did not have time and lacked access to the journals.ConclusionsAs the findings of this study showed, more research is needed to improve the quality of writing instruction in Iranian classroom context. More research seems necessary especially in different contexts to come up with practical suggestions for teachers who give WCF on their students’ writing and assess and grade writing. These are critical issues that merit investigation in future research.