Metalinguistic Feedback Research Articles

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

TYPES OF FEEDBACK USED BY THE STUDENTS IN INTERMEDIATE WRITING CLASS

Writing is the most complicated skill among other language skills. In the writing activity, the students have to invent ideas and organize them into sentences and paragraphs that will be clear for readers. Feedback is crucial to give significant improvement to student's writings. Peers and maybe various can provide feedback. This study's objective was to describe the types of feedback used by students of the Intermediate Writing Class in writing an argumentative paragraph. Descriptive qualitative was the design of research. The subjects of this research are A1 and A4 Intermediate Writing course students of the English language Education Study Program of Lambung Mangkurat University. The data were collected through observation and document analysis. The data were then analyzed through three steps: familiarizing and organizing, coding, and interpreting and representing. The result was found that the students used several feedback types, namely written feedback as responding and written feedback as correcting. Written feedback as correcting used by the students consists of direct feedback, metalinguistic feedback, and unfocused feedback. From some of the metalinguistic feedback that some students used, they were using the grammatical description. Some of the metalinguistic feedback that some students used was the metalinguistic explanation (grammatical description). There was no metalinguistic feedback of the error code. There was only one student who used unfocused feedback. In conclusion, the students used four feedback types: written feedback as responding, written feedback as correcting, or written corrective feedback consisting of direct feedback, metalinguistic feedback, and unfocused feedback. Written feedback as responding is the feedback that the students used most while doing peer feedback. The students need to look for more information and explanation or feedback from the teachers and their friends and give feedback while doing peer feedback properly to not only use one type of feedback.

The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing

How Might Cognitive Factors Affect Iranian EFL Learners’ Response to Feedback Provided on Writing? An Individual Differences Perspective

The researchers exploring the effectiveness of feedback have normally contrasted groups of learners receiving different types of feedback treatments. However, since there are always individual responses to any pedagogical treatment within a group of students and the effects of feedback can vary significantly even in participants receiving the same kind of feedback in the same experiment, the present study used a qualitative case study approach and techniques such as narrative construction and qualitative comparative analysis to see how the individuals with different cognitive characteristics (namely, language learning aptitude and working memory) respond to various types of feedback (namely, direct feedback, indirect feedback with error codes and metalinguistic feedback with explanations) provided on linguistic aspects of their writings and how these characteristics might impact their learning from the feedback. The comparison of the students’ responses to the feedback provided indicated that different individuals respond to and benefit from the learning potentials of different types of corrective feedback in different and their own unique ways. In fact, the learners having higher levels of aptitude and working memory were better able to resolve their problems and improve their writing as a result of the feedback received. On the whole, the findings of the present study confirm the important role of considering learners’ individual characteristics in any pedagogical intervention.

An Analysis of Teachers’ Oral Feedback in EFL Classroom Interaction at SMP Negeri 10 Batam

The present research aims to figure out (1) types of oral feedback used by teachers’ in EFL classroom interaction (2) teachers’ reasons for using oral feedback in EFL classroom interaction, and (2) students’ perceptions about teachers’ oral feedback in EFL classroom interactions. The study employed qualitative descriptive research with the three teachers of SMP Negeri 10 Batam and also students for grade seven, eight and nine as the participants. Observation and Stimulated Recall Interview (SIR) were used to conduct the data, and the data were analysed by using thematic analysis (Braun & Clarke, 2006). The result of this research showed that the teachers used 6 types of oral feedback, namely correction, recast, clarificationrequest, metalinguistic feedback, elicitation and repetitionfrom the theory of (Lightbown and Spada, 1999). However, the average of teachers’ oral feedback use showed a low percen teachers employed oral feedback because of teachers’ responsibility and obligation to provide it, the effective and efficient feedback mode, the utility of oral feedback, positive effect to students, and consequences of none of oral feedback.Through a stimulated recall interview, the teachers admitted that they are still not optimal in providing input to the students. Mostly, the perceived positively to oral feedback. Some students found felt sensitive to oral feedback. Nevertheless, they still realized to its positive effect on the result of their work or performance

STUDENTS’ ATTITUDE TOWARDS CORRECTIVE FEEDBACK IN EFL CLASSROOM

This research is conducted to find out the teacher’s corrective feedback in an EFL classroom and to find out the students’ attitude after given corrective feedback. This research also tries to unfold the types of the teacher’s corrective feedback to correct the student’s erroneous or mistakes and what students’ attitude after given the correction. This research is conducted in one high school in Bandung. The research employed a descriptive qualitative study embracing the characteristics of a case study research design. In collecting the data, the researcher conducted classroom observation and interview. The observation sessions were conducted three times including the interview session. The participants of this research are one English teacher and twenty-four of a secondary high school student. This research showed that the teacher in EFL classroom provided 5 types of corrective feedback namely recast, explicit correction, clarification request, metalinguistic feedback, and repetition. The findings revealed that the most used corrective feedback is recast and explicit correction is the second most used corrective feedback while metalinguistic feedback is the most less used corrective feedback. Regarding the students’ attitude towards corrective feedback, the interview indicates that there is no negative feedback found in this study. The students indicate positive acceptance towards the different type of feedback used by the teacher. This research also points out the importance of using corrective feedback in teaching English in EFL classrooms with Recast as the most frequently corrective feedback type used by the teacher in the classroom which is parallel with the previous studies.

TEACHERS’ PERCEPTIONS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSES: A CASE AT COLLEGES IN THE MEKONG DELTA, VIETNAM

Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented.
 
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A Study of Corrective Feedback in Integrated English Classrooms

The study is designed to explore the main CF types frequently used by teachers in Integrated English classrooms, whether CF types are related to learner error types and whether there is a discrepancy in acceptability of CF types between teachers and students. Based on the analysis, the major findings are obtained as follows: (1) teachers frequently used recast and elicitation in Integrated English classrooms, which occupied 37.1% and 22.3% respectively; (2) CF types were related to learner error types. Teachers in Integrated English Classrooms adopted recast and explicit correction more frequently to deal with phonological errors, elicitation to correct lexical errors, metalinguistic feedback to do with grammatical errors and explicit correction to treat pragmatic errors; (3) there exists discrepancy in acceptability of CF types across different errors between teachers and students in Integrated English classrooms. Teachers accepted elicitation most to deal with lexical, grammatical and pragmatic errors while students accepted explicit correction to correct these errors. The study results bring implications for teachers to make use of CF to improve the pedagogical effects and help students produce more comprehensive output for the language acquisition development.

Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features

Grammar varies in semantic, morphosyntactic, and phonological complexity, which may influence what type of Corrective Feedback (CF) is effective. The present study was designed to investigate the best form of CF for each grammatical feature, in conjunction with associated variables such as learner proficiency level and L1 influence. Fifteen studies, all of which had English as a Foreign Language (EFL) learners with a Korean L1 and productive measures of speech or writing, were selected for study. Results suggest that grammatical features which are very similar to the L1 may benefit more from implicit reformulations (recasts). Explicit CF (direct and metalinguistic feedback) appears more useful for semantically and syntactically complex features such as the English article and past hypothetical conditional. Finally, research of proficiency level suggests that timely emphasis of specific grammatical features is needed in order for CF to be effective.

Students’ preferences and teachers’ beliefs towards written corrective feedback

Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.

Usos de la preposición “a”: procesamiento cognitivo en la corrección de errores en aprendientes de ELE

This study examines experimentally processing response time (rt) (Jiang 2012) of two types of written corrective feedback (WCF) in the treatment of errors of preposition a in the values of date, manner, and its use as a direct object marker. The researched types of WCF are Direct, and Indirect Written Metalinguistic Feedback (DWMF and IWMF, respectively) whose rt are analyzed according to its effectiveness and subjects’ variables of proficiency (Levels A2 and B1), and mother tongue (German, French, and English). Main findings include greater rt generated by IWMF, manner, and date. The latter also presents a cognitive load increase in level B1. Additionally, rt also appears to be affected by mother tongue, with the lowest cognitive load in English L1, and the greatest in German and French. This study contributes with evidence that indicates the complexity of WCF processing, particularly for the treatment of preposition a related errors.

INVESTIGATING FOREIGN LANGUAGE ANXIETY AND LEARNER BELIEFS IN SPOKEN CORRECTIVE FEEDBACK WITH A FOCUS ON LANGUAGE PROFICIENCY

Research on the role of language proficiency on foreign language anxiety and learner corrective feedback beliefs in oral practice has not reached conclusive results. This study investigates whether level of proficiency affects foreign language anxiety and learner beliefs about spoken corrective feedback in an EFL context. Participants were recruited through convenience sampling. A total of 204 participants, who were all tertiary level university learners of English from four different proficiency groups, responded to two scales: Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) and Corrective Feedback Belief Scale (Fukuda, 2004). A series of one-way ANOVA analyses and Bonferroni adjusted post-hoc corrections were run to test significance between and within groups. The four proficiency groups were statistically different from each other in terms of foreign language anxiety and spoken corrective feedback preferences. The findings revealed that the learners with a low proficiency level appreciated immediate feedback, but those with a higher level of language proficiency preferred delayed feedback. Clarification requests, elicitation and metalinguistic feedback were rated more positively by the beginner group than the other groups. In terms of the choice of correctors, language proficiency did not play a role; however, all the groups valued teachers as the main agents of correction. This study is one of the very few comprehensive studies (e.g., Tercan & Dikilitaş, 2016; Uyanıker, 2018) focusing on the role of language proficiency in anxiety and feedback preferences of high achiever tertiary level learners of English who will pursue their undergraduate studies in an English medium public university in Turkey.

The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners

A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy

This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the target structure. A hundred and fifty-two Chinese intermediate learners of English as a foreign language (EFL) were randomly assigned to six groups and completed three writing tasks: a pretest, an immediate posttest, and a delayed posttest. The six groups included two automated feedback groups (direct correction on an error-correction test and metalinguistic feedback on an error-correction test), two feedback-on-writing groups (direct correction and metalinguistic feedback), a group who completed the error-correction test with no feedback, and a control group who participated in none of the interventions. The results showed that the error-correction test provided the participants with more intensive CF exposure than the writing task. However, the groups that received CF in the writing task were the only groups that performed better than the control in subsequent written production. Post hoc analyses of the production data revealed that the metalinguistic-feedback-on-writing group’s improvement could be attributable to error avoidance.

Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts

This study examines the support for developing graduate students’ language awareness in academic writing drafts through the provision of grammar lessons and feedback – indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters’ and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students’ written drafts. The survey results showed students’ positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students’ written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.

A MIXED METHODS STUDY OF THE IMPACT OF LEARNING STYLES ON LEARNERS' UPTAKE OF CORRECTIVE FEEDBACK

The present unprecedented study was undertaken to explore the effect of different learning styles of EFL learners on their uptake of various corrective feedback types provided by their teachers and probe their achievements longitudinally. This study was comprised of 383 adult male students from a popular English language institute. The instruments used in this study were a 30-item perceptual learning style questionnaire developed by Reid (1995) to tap into the students' learning styles together with semi-structured interviews which were conducted to have more rational and sophisticated insights into the phenomenon. The results showed that auditory learning styles prefer to receive corrective feedback explicitly, while repetition proves to be fruitful for interpersonal styles. Furthermore, intrapersonal learning styles have an inclination to recasts, whereas kinesthetic ones have a preference for clarification requests. Logical/mathematical learning styles show a proclivity toward elicitations. Moreover, verbal learning styles have a high rate of uptake when their errors are repaired via metalinguistic feedback. Finally, visual learning styles learn the corrective feedback best when their mistakes are corrected on board. Given the revealing findings, the paper concludes by offering some pedagogical implications to EFL/ESL teachers and also suggestions for future research on under-researched areas. Article visualizations:

Effect of Metalinguistic Feedback on Chilean Preservice Teachers’ Written Use of the Third Person Singular Suffix -s

This study addresses the impact of 2 types of written corrective feedback (WCF) on the acquisition of the third person singular -s in English. The study followed a quasi-experimental design: 2 experimental groups and 1 control group that included 57 preservice teachers from a Chilean university. The experimental groups underwent a treatment based on the provision of direct metalinguistic feedback (group 1) and indirect metalinguistic feedback (group 2). The control group did not receive any type of WCF. At the end of the treatment, a posttest was run and, 1 month later, a delayed posttest was given. Finally, a semistructured interview was conducted in order to identify the L2 learners’ perceptions about the provision of WCF through a Wiki environment. There was no significant difference between the experimental groups on the posttest. However, on the delayed test, group 2 outperformed group 1.

Effect of Direct and Indirect Teacher Feedback on Accuracy of English Writing: A Quasi-Experimental Study among Pakistani Undergraduate Students

Introducing new techniques to improve learner-teacher interaction receives substantial attention from the field of educational psychology. The current research aims to investigate the effect of teacher feedback on the written English accuracy of English as Second Language (ESL) students. In a quasi-experimental study, 90 participants were given three distinct forms of feedback (i.e. oral meta-linguistic, also called direct feedback; written indirect feedback and no feedback) for writing errors of three types (i.e. verb tenses, use of articles and prepositions) and were assessed three times during the study (i.e., pre-test, immediate post-test and delayed test). One-way ANOVA demonstrated that the ESL learners given direct meta-linguistic oral feedback reported fewer errors in two out of the three linguistic forms in subsequent writing in comparison with ESL learners who received indirect written feedback and those who did not receive feedback. Findings suggest that introducing oral meta-linguistic teacher feedback in the Pakistani language learning context can improve the English language learning of students. Keywords: ESL learners; oral meta-linguistic feedback; indirect written feedback; written accuracy; direct feedback

Pengaruh Teacher Feedback terhadap Kemampaun Murid dalam Pembelajaran Writing

Abstract The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students. The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing

A longitudinal observation of technology-mediated feedback for L2 learners of German

AbstractThis article provides a longitudinal study of L2 learners of German who used a computer-assisted language learning (CALL) system that formed part of their regular classroom instruction. The 42 learners were enrolled in four consecutive university language courses at a beginner and intermediate level. The study compares two different feedback types, metalinguistic feedback and repetition, which were provided for the same exercise type over the course of four semesters. The exercise type required learners to build sentences from a set of predefined, uninflected words. While the grammatical focus of the exercises changed over time, many of the same grammatical constructions were present in all four courses. The study discusses the changes in learner performance and error correction behavior as students became more proficient in their knowledge of the L2 grammar and were exposed to the technology-mediated feedback that remained consistent throughout system use over the four language courses.