Perceptions Of Corrective Feedback Research Articles

Oral Corrective Feedback Preferences in English Lessons: Learners’ and Teachers’ Perspectives

<p style="text-align: justify;">The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners’ errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners’ English capacity. However, the correlation between language students’ and teachers’ views on the issues of corrective feedback including its types, methods and timing has received inadequate attention from educational scholars. This study, therefore, aimed to examine teachers’ and learners’ perceptions of corrective feedback at a higher education institution. The research employed the mixed method with the participation of 425 law-majored sophomores. Specifically, the statistics involved the survey questionnaires, follow-up interviews with students as well as the interview with thirteen teachers of English. The results indicated overall matches between learners’ and teachers’ high remarks on the necessity of oral corrective feedback in the students’ English acquisition. Notably, they both highly valued the use of metalinguistic feedback, prompt feedback for grammatical and lexical errors while explicit correction and recast were preferred for phonological errors. In terms of feedback timing, students were perceived not to be negatively affected by immediate correction, yet expressed their preferences for the delayed corrective feedback, which was compatible with teachers’ views. Such findings set practical pedagogical implications for language educators in the language teaching and learning process.</p>

Perception of Corrective Feedback in Pakistani ESL Universities Classroom

Scholars' findings on corrective feedback in their empirical studies show the use of written or oral corrective feedback in university classrooms. The study focuses on examining the effectiveness and learners' perception of oral O/WCF respectively in the university classroom to check to what extent written and oral OCF are used with L2 learners at the BS level and the second aim is based on learners' perceptions, which feedback is viewed more effective and why? Observation data were collected from the classroom. Six lessons have been observed using a structured observation checklist. For OCF teacher-learner interaction has been observed. Observational points were noted in the checklist and WCF learners' assignments have been assessed. Semi-Structured interviews were conducted to know the perceptions of the learners. The study employed a Mixed Method Research approach with a pragmatism paradigm. The findings of this study show, teachers use OCF more compare to WCF. Learners found WCF more effective than OCF.

ESL Students’ Perceptions of Error Correction Techniques in Oral Production: A Level-Based Approach

The article reveals the findings from a survey examining students’ perceptions of corrective feedback involving six groups of the first- through fifth-year ESL students enrolled in Bachelor’s and Master’s programs in English Language and Literature, Applied Linguistics, International Law, and International Communication and Global Media. The study attempts to reveal students’ perceptions of corrective feedback, as well as its perceived effectiveness and psychological relevance, which are analyzed on the basis of students’ answers. The aim of this survey-based research was to explore ESL students’ preferences for the amount and type of corrective feedback in speaking/reading and develop a method to help educators effectively choose the types of corrective feedback on the basis of their students’ level of English. In order to reinforce the study with substantial theoretical evidence, each type of corrective feedback was characterized on the basis of a rigorous review of related evidence-focused literature. The survey, which was administered to 78 ESL students at Taras Shevchenko National University of Kyiv and Khmelnytskyi National University, Ukraine, demonstrated a number of discrepancies in students’ preferences and attitudes. Their responses constituted grounds for assessing and ranking the prevalent verbal correction techniques in ESL teaching according to their perceived relevance. The implications of the current study could be taken into consideration by ESL teachers for determining an optimal set of error correction techniques in their own classrooms on the basis of their students’ level of English.

Students’ Perceptions of Corrective Feedback in EFL Classrooms in Higher Education

Feedback in general represents an essential aspect of the teaching and learning process. As such, it is also seen as closely connected to students’ academic achievement and development. This study examines students’ perceptions of three types of corrective feedback, such as explicit correction, elicitation, and recasts. Additionally, it aims to show the correlation between the academic achievement of students and corrective feedback. A self-designed questionnaire was used to collect data from a random sample of 37 students who attend Business English as a foreign language course. Analysis of the data showed that there is no correlation between corrective students’ perceptions of corrective feedback and their academic achievements. The study showed that students who get corrective feedback don’t feel embarrassed when being corrected, they also like it when they are corrected and see corrective feedback as help in improving their weak areas in language. Despite the lack of a correlation between students’ perceptions of corrective feedback and their academic achievement, this study recommends teachers use corrective feedback with students because students see it as a positive tool in language learning.

Oral Versus Written Feedback: Attitudes of Female Saudi University Students

Oral and written feedback have been found to be useful in learning English as a Second Language (L2). Yet it is not clear what form of feedback L2 learners prefer. This study therefore investigated 47 Saudi female university students’ attitudes to both oral and written feedback. The data was collected by an online questionnaire consisting of three constructs: a) attitudes to written feedback; b) attitudes to oral feedback; and c) attitudes to written versus oral feedback. In terms of the first, the results showed that most participants expressed positive attitudes to written feedback, which they would be happy to receive on all the mistakes they make in their writing. Most participants were also positive about oral feedback and wanted their teacher to correct all their speaking errors, including errors of grammar, pronunciation and vocabulary. However, participants did not want to be corrected in front of other students as this could make them nervous. Overall, most participants agreed that oral feedback helped them improve their English skills more than written feedback. But despite such a positive attitude, most participants still found oral feedback embarrassing. Knowing students’ perceptions of corrective feedback (CF) is vital, because negative attitudes to feedback could harm the language learning process.

EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation

The existence of inconsistencies between teachers’ practices and learners’ preferences for feedback in pronunciation arise in a not greatly effective teaching and learning environment. The current study attempts to address this gap by examining the students’ perceptions of corrective feedback (CF) and the alignments between students’ preferences and teachers’ practices on CF for pronunciation in an EFL context, namely Vietnamese high school education. To this end, a questionnaire and a semi-structured interview were used as the research tools to gather data. The study highlighted the students’ positive perceptions about the values of teachers’ CF for their pronunciation development. In addition, both teachers and students share similarities in the values of students’ responsibility for error correction and segmental features as a choice of corrected errors and teachers as a source of CF. However, the mismatches between students’ preferences and teachers’ practices far outweighed the matches indicated a big challenge for teachers to develop problem-solving strategies. The implications for practical applications of teachers’ CF strategies are also presented.

Students' Perceptions of Teachers' Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach.

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (Bbetween = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence (Bbetween = 0.66, p < 0.05) and relatedness (Bbetween = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality (Bbetween = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality (Bbetween = −0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy (Bwithin = 0.09, p < 0.05), competence (Bwithin = 0.27, p < 0.01), and relatedness (Bwithin = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way.

Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects

Having been generally believed to impact on teachers’ practice, teachers’ belief has been studied for several decades, most of which concentrates on grammar teaching and learning. Moreover, the role of corrective feedback (CF) in second language acquisition has received considerable attention over the past decades. The studies concentrated on the overall effect of feedback on second and foreign language development, including the occurrence and effects of different types of feedback, leaners’ perception of CF, etc. In general, having been divided into three major categories (grammar, vocabulary and pronunciation), CF has been proved to have a positive effect on overall language learning. However, despite numerous studies on CF from various perspectives, the researches on teachers’ CF beliefs are fewer and that on CF beliefs in relation to practices are even scantier. As both teachers’ belief and CF are drawing greater attention, some researchers suggested making a combination between them. But up to now, few studies have focused on senior high school teachers’ CF belief on practices in EFL contexts, making it hard to figure out the significance of the relationship between CF belief and practice, and the factors that impact the relationship. Hence, this paper aims at exploring the history of the development of teachers’ belief and instructional practices of CF in grammar teaching at home and abroad, aiming at deepening the understanding of teachers’ underlying thoughts and providing suggestions for teacher education and future study orientation.

Teachers’ Perceptions of Corrective Feedback in Elementary School English Classrooms

Teachers’ Perceptions of Corrective Feedback in Elementary School English Classrooms

A Phenomenological Investigation of International Students’ Perceptions of Corrective Feedback on Grammar in English Writing

A growing body of research has examined the perceptions of written corrective feedback, which is defined as correction or advice on students’ written work (Tatawy, 2007; Lee, 2008; Ellis, 2009; Baleghizadeh & Rezaei, 2010; Lightbown & Spada, 2013). Corrective feedback (CF) can be given in six different forms, namely: direct, indirect, focused and unfocused, metalinguistic, electronic and reformulation (Ellis, 2009). The research for this paper studied the perceptions of written corrective feedback on grammar in English writing and has been conducted among 11 international students on a foundation course at a university in Northern England. This qualitative research aimed to examine students’ perceptions and preferred types of CF, as well as how they made use of CF, by means of one-to-one interviews and think-aloud protocols. It concluded that the participants’ perceptions of CF were primarily positive, the preferred type was direct and unfocused CF, and students did not always make revisions. Pedagogical implications of the study are discussed. This study recommends that teachers consider each student’s motivation, English proficiency level, and preferred type of CF before providing the feedback.

Proposing a Syllabus Design for Oral Classes on Teachers' and Students' Perceptions of Modified Output

Error treatment has long been studied in ELT, and the attitude of the learners and teachers towards correction might be acknowledged as the main focus in most cases. Breen et al.[1] put forward that negotiation is inevitable in modification; hence, the primary concern of this study is to explore teachers' and students' perceptions of modification in oral classes and present a communicative syllabus design based on the analysis of the needs. The participant instructors (48) and students (280) were addressed questionnaires to conceive their perception of corrective feedback in their oral classes. Both the questionnaires consisted of six sections, namely (1) necessity of error correction, (2) frequency of error treatment, (3) timing of modification, (4) types of errors need to be treated, (5) methods of correction and (6) delivering agents of corrective feedback. In terms of data collection, a variety of techniques such as questionnaires, audio recordings, and a semi-structured interview have been conducted. In this sense, collected data was analysed both quantitatively and qualitatively.

Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions

&lt;p&gt;The aim of this research was to find out similarities and differences between teacher and student perceptions of corrective feedback (CF) on pronunciation for students’ presentations in advanced English class through a group interview and a questionnaire survey. Both teachers and students agreed that CF is not only important but necessary since junior and senior students still have pronunciation problems and the best time to provide CF is soon after presentation. However, they differed in concern about students’ self-respect, the types of errors that should receive CF and preference for the types of CF. In particular, students’ eagerness to learn exceeded their concern about self-respect. Teachers turned to offer CF to repeated errors, while students would like to receive more than teachers could offer. Moreover, teachers regarded prompt as being more effective, whereas students preferred recast to prompt considering the latter to be more demanding though they held similar views about explicit correction. It is suggested that taking into consideration both teachers’ and students’ perceptions of CF would help improve senior and junior students’ pronunciation.&lt;/p&gt;

Teachers’ Perceptions on Corrective Feedback in Turkish Primary Schools

Corrective feedback (CF) is an indication to the learners that his or her use of the target language is incorrect (Lightbrown & Spada, 1999: 171). With increasing attention to applications and effectiveness of CF in foreign language classrooms as well as beliefs and thoughts of practitioners and L2 learners about these applications, teachers and students’ perceptions of CF have become a notable research concern in SLA instruction. This study specifically deals with teachers’ perceptions on a variety of CF types used in EFL classrooms in Turkey, where English is offered as a compulsory part of the national curriculum. 36 teachers working with students of various grades in state primary schools were the participants of the study. Data were gathered through an interview conducted with these teachers to elicit their opinions about CF and CF types. The teachers were mainly asked how they treat learners’ errors, whether these errors should be corrected and when and how they should be corrected. The study is intended to suggest evaluation of the findings obtained through qualitative and quantitative methods and to conclude with some pedagogical implications in accordance with these findings.

The effects of foreign language anxiety on EFL learners' perceptions of oral corrective feedback

The study reported in this paper explored if learners' perceptions of two types of oral corrective feedback, recasts, and metalinguistic feedback, are influenced by their foreign language anxiety in classrooms. Corrective feedback was provided to English as a foreign language (EFL) learners who were homogeneous with regard to their proficiency during task-based interactions between learners and their interlocutors. Learners' perceptions of corrective feedback were subsequently collected via stimulated recall interviews. Learners' perceptions were classified as noticing the gap, recognized as corrective, and other. Learners were also classified as low- and high-anxiety learners according to scores they obtained in an anxiety questionnaire. The analysis of learners' perceptions along with their anxiety level indicated that the learners with lower anxiety were more successfully able to notice the gap between their erroneous utterances and target-like forms or recognize as corrective both the recasts and metalinguistic feedback.

Corrective feedback, learners' perceptions, and second language development

Although a number of studies have investigated the effects of corrective feedback on L2 development, little is understood about how corrective feedback assists L2 development. In particular, researchers have recently sought to explore learners' perceptions of corrective feedback as a cognitive window to learning mechanisms involved. The current study examines the relationship between the effects of recasts and explicit corrections on L2 development and learners' perceptions of corrective feedback. To this end, 68 Persian EFL learners received recasts or explicit corrections for their errors while performing meaning-focused tasks. Learners' acquisition of target forms as a result of recasts and explicit corrections were compared with each other. The learners' stimulated recall reports were also analyzed in relation to their perceptions of the recasts and explicit corrections. Learners' responses in stimulated recall interviews were classified as “noticing”, “corrective feedback”, and “non-corrective”. The results of data analysis demonstrated that explicit correction is more associated with learners' ability to notice target forms and L2 development.

Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics

AbstractThis paper aims to provide a rationale for the utility of corrective feedback (CF) in digital games designed for language learning, with specific reference to learners’ perceptions. Explicit and elaborate CF has the potential to increase learners’ understanding of language, but might not be found useful in a game-based learning environment where the primary focus for the learner is on meaningful interaction and experiential learning. Also, as CF can be perceived as a measure of performance, it could harm learners’ perception of competence. Eighty-three learners of English as a foreign language participated in a mixed-method experimental study that aimed to first explore the perceived usefulness of, and preferences for, explicit and implicit CF in an immersive educational game, and to secondly chart the relation between learners’ perceptions of CF as they pertain to three individual difference factors related to learners’ self-perception, namely intrinsic goal orientation, perceived competence and game experience. Survey and interview data showed that CF was found to be generally useful. A regression model indicated that the three measures of self-perception affected learners’ perceptions of explicit CF positively, and that there was no impact on perceptions of implicit CF. Further, learners reported having enjoyed the implicit CF, although they did not find it particularly useful for learning. These findings indicate that the type of CF should be considered in the design of effective and enjoyable educational games.

Exploring young and adult learners' perceptions of corrective feedback in ASR‐based CALL system

Exploring young and adult learners' perceptions of corrective feedback in ASR‐based CALL system

How Do Teachers and Learners Perceive Corrective Feedback in the Japanese Language Classroom?

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second‐year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews. Two teachers and 7 learners participated in the study. According to the data analysis, learners' responses to CF did not necessarily indicate their noticing or understanding of the CF. The teachers tended to overestimate “strong” students' noticing of CF and their understanding of correct forms when they responded to their CF. Implicit CF, which was much more frequently used than explicit CF, did not tend to lead to the learners noticing of CF. The learners' responses to CF without noticing the CF seemed to be related to their preference of not triggering social strain or embarrassment in the classroom. The results suggest that teachers' and learners' perceptions of CF and the learners' responses to CF are associated with the teachers' perceptions of individual learners, the learners' perceptions of classroom interactions, as well as the various types of CF.

Learners' Perception of Corrective Feedback in Pair Work

Abstract: The present study examines Japanese language learners' perception of corrective feedback (CF) in pair work in relation to their noticing and understanding of their partners' CF and the factors that influence it. This study focuses on three learners, who worked together in pair work. The data collection methods consist of classroom observation, audio‐recording of the learners' speech in class, and stimulated recall interviews following the classroom recording. The data analysis revealed that the learners sometimes did not understand their partners' CF, and their dissatisfaction with their interactions affected their understanding of CF. The study suggests the importance of learners' understanding CF and their satisfaction with their roles in their interactions during pair work.