Feedback In English Research Articles

Written corrective feedback in English for specific purposes nursing students’ writing courses: A quasi-experimental study

Written corrective feedback in English for specific purposes nursing students’ writing courses: A quasi-experimental study

THE INITIATION, RESPONSE, AND FEEDBACK (IRF) IN ENGLISH LANGUAGE TEACHING: A LITERATURE REVIEW

Initiation between teachers and students is the foundation for classroom discourse. Multiple models for classroom discourse could improve the initiation between the teacher and students in the classroom. It is presumptively true that classroom discourse "follows a fairly normal and predictable pattern, also known as IRF, or IRE: Initiation, Response, and Feedback or Evaluation, consists of three parts: a teacher Initiation, a student response, and a teacher Feedback. Some authors and practitioners prefer IRE to represent that teachers' feedback is typically an assessment of a student's participation. Teachers continually evaluate if a statement is correct and provide feedback to students. In this study, researchers use a literature review. A literature review examines academic books, papers, and other sources relevant to a topic, discipline of study, or theory. The study employs reliable sources from articles and e-books. This paper explores the Initiation, Response, and Feedback in English language teaching.

Teachers’ translanguaging practices in providing written corrective feedback: An exploratory study of learners’ affective engagement with feedback

The present study investigated five intermediate English learners’ affective engagement with teacher-generated written corrective feedback. In addition, the mediating effects of the teacher’s translanguaging practices were examined. The data were collected from a total of 10 student essays with teacher feedback on them, followed by a series of qualitative interviews and stimulated recalls. On five of these essays, the teacher only provided feedback in English, but on the other five, she provided feedback in both English and Persian, the teacher’s and learners’ first language (L1). The analysis of the data showed that some of the learners valued the teacher’s feedback in Persian, while others sought to maximize the written English input they received from their teacher. During the stimulated recalls, some learners also mentioned that Persian feedback would be useful in providing meta-feedback. Moreover, the teacher showed her appreciation for using Persian when providing meta-feedback, but referred to some institutional constraints on using Persian. Overall, this study suggests that some learners may value teachers’ use of their L1 in written corrective feedback, thereby engaging with this feedback positively from an affective standpoint.

AN ANALYSIS OF TEACHER’S FEEDBACK ON STUDENTS’ WRITING TASK

The use of feedback is strongly crucial in learning of English as a second or foreign language. It is crucial because it can motivate and support the students in learning English. This study focused on analyzing and describing the teacher’s feedbacks used on students’ writing tasks and students’ perspective about it. In this research, case study was applied as research method. The subject of this research was the tenth graders of MAN 2 Sumbawa in school year 2021-2022. In collecting the data, the researchers used several instruments such as the students’ writing tasks, semi structure interview guide and observation sheet to gain the data from the respondents. All of the data were analyzed to know the type of teacher’s feedbacks and students’ responses on it. The findings of this research showed that there were two types of feedback given by the teacher, namely written and oral feedback. Both of those feedbacks were implemented in the students’ writing task. The finding also showed the use of feedback in English as foreign language (EFL) context was great significance to stimulate the students to make good writing. EFL students who involved in this study had expressed their strong belief in its importance and applicability. They gave positive responses to the use of written and oral feedback. Most of the students stated that the teacher’s feedback was a good motivation in learning and believed that the teacher’s feedback helped them in improving their writing proficiency.

How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

IntroductionThesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions of this development with limited attention to cross-cultural aspects. In particular, there has been little research on how students and supervisors negotiate supervision practices in non-anglophone contexts. This study aimed to explore students’ and supervisors’ reported priorities and experiences regarding the provision and reception of feedback in English as an Additional Language thesis supervision.MethodWe conducted a qualitative case study to illuminate supervisor’s and students’ experiences of supervision in Sweden and Indonesia. It involved 39 participants (14 supervisors and 25 students) from one Swedish and three Indonesian universities. One-on-one semi-structured interviews were conducted and analyzed thematically using Biesta’s functions of education, Habermas’ communicative action theory, and perspectives on academic literacy.FindingsFirstly, we found that Swedish and Indonesian supervisors had different feedback provision priorities. Swedish supervisors described prioritizing content-focused feedback to facilitate students’ socialization into academic writing. Conversely, most Indonesian supervisors expressed balancing content- and form-focused feedback with a greater emphasis on qualifying as English teachers. Despite these differences, supervisors in both contexts tended to isolate academic language use from discipline-specific values and practices. Secondly, students in both contexts largely expressed an instrumental orientation to achieving their goals and were frustrated by supervisors phrasing feedback as questions. Many students expressed unfamiliarity with necessary methodologies and theoretical frameworks, which made supervisors’ feedback difficult to decode.DiscussionSince only a few of the students viewed the feedback as a support for their process of learning, this study calls for a clear communication about the academic socialization intention through supervision. However, academic socialization cannot solely be the responsibility of supervisors but must be embedded in the curriculum courses.

초등예비교사의 교실 담화에 나타난 상호작용 유형에 관한 연구*

The present study aims to explore teacher talk and interactional features presented in elementary English classes taught by preservice elementary school teachers. Three preservice teachers’ classes were videotaped, and their classroom discourse was transcribed. Teacher utterances in transcribed data were classified and coded in terms of questions, interactional features, and use of L1 according to four classroom discourse modes. Findings are as follows. First, display questions and referential questions were frequently used, but the former outnumbered the latter in managerial mode and materials/skills and systems mode. Second, interactional features besides questions were used appropriately for pedagogical purpose of each mode. Third, some interactional features such as content feedback and comprehension checks were preferred by teachers while features such as modeling and teacher echo showed different frequencies according to teacher. Fourth, interactional features related to clarify, reformulate, and extend student utterances were rarely used in classroom discourse. These results suggest that preservice teachers’ classroom discourse tends to be message-oriented and communicative. However, they may need to improve their classroom discourse competence to maintain communication in extended turn-talking interactions and provide enough feedback in English by focusing on both form and meaning of student utterance.

Video feedback in English for Academic Purposes: building connections with international students while learning online

Video feedback in English for Academic Purposes: building connections with international students while learning online

Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective

Oral corrective feedback, a key topic in second language pedagogy and research in applied linguistics and second language acquisition, has widely been investigated for the past two decades. However, the relationship between teachers' and students' beliefs about oral corrective feedback has been relatively underexplored. The current study extends this line of research by examining the extent to which Vietnamese English as a foreign language teachers' and students' beliefs concerning the importance, types, and timing of feedback are aligned. The data consisted of questionnaires with 250 students, interviews with 15 of those who completed the questionnaires, and interviews with 24 teachers at four public secondary schools in Vietnam. The findings showed some matches and mismatches between the teachers' and students' beliefs. Both the teachers and students highly valued the efficacy of feedback and were positive about explicit feedback types such as explicit corrections and metalinguistic feedback. Regarding feedback timing, the students preferred immediate feedback while the teachers expressed their concerns about the students' emotional state and the possibility of disruption of immediate feedback on the flow of students' speech. The findings are interpreted in relation to sociocultural factors, contextual factors, and teachers' and students’ experiences. Implications for language teachers, teacher educators, and professional development program designers are discussed.

Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?

Recent decades have witnessed extensive research focusing on oral corrective feedback (CF), a key aspect of English as a second/foreign language (ESL/EFL) learning and teaching, but relatively little research has examined the relationship between learner and teacher beliefs about CF. The study reported in this article investigated the relationship between teacher and learner beliefs regarding the optimal targets and sources of CF in Vietnamese secondary EFL contexts. Data which were collected at four Vietnamese public high schools included questionnaires completed by 250 students, interviews with 15 of them, and interviews with 24 teachers. The findings showed that the students were happy to receive CF to all types of errors, including less important errors such as those not influencing their communicative success. The teachers were generally more selective in their choices of error types, but they sometimes faced some tensions between their overall teaching objective and the students' practical needs to learn the material that would be tested in subsequent exams. Regarding CF sources, the students preferred teacher correction to self-correction or peer correction although they believed that self-correction was effective for their learning and wished their teachers would provide them with training on how to conduct peer correction and self-correction. The teachers also thought that it was part of their role to be the main CF providers to ensure the accuracy of classroom feedback. Some teachers were skeptical about their students' ability to provide peer CF. Pedagogical implications are discussed.

STUDENTS’ ATTITUDES TOWARD TEACHERS’ CORRECTIVE FEEDBACK

Recently we have done some research about feedback and student’s attitude toward it. The objective of the research is to explore learner attitudes to correction of mistakes or feedback as a language learning tool in oral, electronically- and paper-written work as well as peer correction of mistakes. Feedback is a method used in the teaching of languages to improve performance by sharing observations, concerns and suggestions with regard to written work or oral presentation. It includes not only correcting learners, but also assessing them. Both correction and assessment depend on mistakes being made, reasons for mistakes, and class activities. Recently the value of feedback in language studies has been a matter of debate among language teaching practitioners. The research into the effects of feedback is far from conclusive. Teachers’ and students’ expectations toward feedback are found to be opposing, and the most frequent reason given its negative impact on students’ confidence and motivation. However, at the university level the issue of feedback has been examined in passing and there is insufficient research into learner attitudes to feedback in English for Specific Purposes. The hypothesis for the present study is to find out whether criticism has a negative impact on student confidence and whether perceptions of feedback depend on professional specialization

Teacher–student interactions and feedback in English as a foreign language classrooms

ABSTRACT This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System–Secondary. Four cases were selected and analysed for feedback practice based on teachers’ use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher–student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students’ internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers’ facilitation of student learning.

Oral Corrective Feedback Preferences of University Students in English Communication Classes

The ultimate goal of teaching foreign language is to achieve an elevated level of language competence via providing maximum language exposure and minimum learner mistakes. To fulfill the goal, many strategies have been developed. One of the strategies is the provision of feedback during the formal speaking courses. Nevertheless, format of the oral corrective feedback in English as a foreign language (EFL) classes has been controversial regarding methods of correction, timing of correction and target errors. Moreover, learner attitudes toward correction are deemed to be an important component. In this study, the aim was to investigate how and when the error correction should take place in EFL communicative classes based on students’ perspectives. A total of 65 students at Kafkas University who were pre-intermediate and intermediate levels were interviewed using a self-report questionnaire, 14 of which were discarded due to irrelevant and redundant replies. The results revealed that 90% of the learners would like to be corrected when they had errors during the process of speaking English. Majority of the students indicated the preference to be corrected after finishing turn with nice and friendly manners. The results indicated that teachers should be aware of student attitudes toward oral corrective feedback.

The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

Teacher feedback is an essential part which can not be overlooked in English writing teaching. Whether teacherfeedback is effective and which type of feedback is more effective in improving learners’ writing proficiency haveattracted more and more researchers’ attention. Direct feedback is the feedback that teachers correct students’ errorsdirectly under the form or the right using habit of target language. Indirect feedback is the feedback that teachersonly mark out or point out students’ errors but not correct errors. This study explores the effects of two differentkinds of feedback (direct feedback and indirect feedback) on the acquisition of English simple past tense in highschool students’ writing. And it attempts to answer the following three questions: 1) Do teachers’ direct and indirectfeedback in English writing influence senior high school students’ acquisition of simple past tense? 2) If so, whichkind of feedback (direct or indirect feedback) has the greater influence on improving students’ acquisition of simplepast tense in English writing? 3) What perceptions do students have towards teachers’ direct and indirect feedback inEnglish writing?The result showed that the two kinds of feedback have an influence on the acquisition of the target structure,however, there is no significant difference between direct and indirect feedback group, which states that indirectfeedback class was not better than direct feedback class.

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

The Use of Voice Thread for English Feedback Exchange in Taiwan and Korean College Students’Writing Activity

The Use of Voice Thread for English Feedback Exchange in Taiwan and Korean College Students’Writing Activity

Peer Feedback Practice in EFL Tertiary Writing Classes

<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>

Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis

Some studies on technology-supported peer feedback in the writing classroom claim that it reduces the threatening atmosphere caused by face-to-face interaction and that the discourse patterns and language use in the electronic feedback are more flexible than in spoken discourse. Others present a negative view that the comments generated from technology-supported interaction tend to be superficial and that technical problems reduce participant motivation in peer interaction. These contradictory results call for a systematic literature review of this topic. An exhaustive literature search in a variety of academic sources identified 95 studies from 1990 to 2010 dealing with peer feedback in English as a second or foreign language (ESL/EFL) writing classrooms. Of these, 54 contained qualitative data, 20 of which were specifically on computer-mediated peer feedback. Concentrating on these 20 articles, the researcher conducted comparative reviews of the characteristics, the pros and cons, and the differences between synchronous and asynchronous interaction for this mode of peer feedback, using Glaser and Strauss’ Grounded Theory (1967) constant comparison method. Based on the findings, several main themes are identified and three implications involving pedagogy, group dynamics, and training for future research on this mode of peer feedback are discussed.

Learning new vocabulary in German: the effects of inferring word meanings, type of feedback, and time of test

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback.