Types Of Oral Corrective Feedback Research Articles

Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms

Oral corrective feedback (OCF) plays an important role in language teaching and learning, but little research has examined Bhutanese teachers’ practices of OCF on students’ speaking performance and uptake. This paper reports on a mixed-method approach to investigate the rate of students' uptake on teachers' OCF within an ESL setting in Bhutanese grade six primary classrooms. Convenience sampling was applied to gather data from observations of two teachers and fifty-seven students in a primary school. The results of content analysis from classroom observations indicate that the teachers used four types of OCF: explicit correction, recast, metalinguistic feedback, and repetition, with recast being the highest used. The results showed a high degree of student participation, which resulted in error correction following the teachers' OCF. It is suggested that different classes be studied to see if there are differences in the effects of OCF on students.

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.

Oral Corrective Feedback in the Perception of Islamic Junior High School English Teachers and Students

This research aimed to investigate oral corrective feedback (OCF) practice, teachers’ and students’ perception toward it and the relationship among those three. It is a basic interpretive study which involved three English teachers and students from three classes of the eighth grade (thirty-six students for each) in a state-Islamic junior high school. The data collection method covered observation sheets, video recordings, a questionnaire and interview. The results showed explicit correction and recasting as the highest appearance frequency of OCF practice because the teachers felt that both types are the most effective and simplest way to provide feedback. They have the same perception that providing OCF can make the students’ speaking become better, but it still needs to consider their feelings. Even though, students’ perceptions showed different and makes them pay less attention because they see it as something usual. However, they feel fine to accept it as long as it uses an ‘easy-understood’ type of OCF and not mad or shy when they receive it at all. Then, it showed that the relationship of OCF, teachers’ and students’ perception is aligned for the OCF practice and the feelings but missed in the perception of teachers’ purpose of giving OCF and how students take it for their next speaking. All in all, considering how OCF is implemented, which is viewed from both teachers and students, can influence how well the OCF may work for achieving better English speaking.

Corrective oral feedback on students’ errors in speaking courses

It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.

INVESTIGATING THE USE OF EFL TEACHERS’ ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASSES

As far as making errors is unavoidable in speaking class, oral corrective feedback (OCF) plays a crucial role to solve that problem. For the past two decades, OCF has become the debatable issue among researchers. This present study was conducted in one of the English courses in East Java, Indonesia. The participants were one native teacher and one non-native teacher teaching two different classes alternately. The speaking class was for elementary school students. This qualitative study has several aims; 1) to investigate the distribution of OCF types that providing by the teachers in the speaking class, 2) to know whether or not there is an ignorance of the errors by the teachers and the reason behind it, 3) the types of OCF that often used by the teachers. The data was collected through video recording, stimulated recall and semi-structured interview. The results evinced that the teachers provided all the types of OCF to the students with different portions of usage. Recast became the type of OCF that is commonly used by teachers. Furthermore, the teachers corrected almost of the student’s errors. Unfortunately, there several ones that ignored by them. The ignorance of the student’s error due to some reasons such as tiredness and lack of knowledge. Nevertheless, the most prominent reasons were they did not want interrupt the student’s utterances in order to not create the students’ negative feelings about OCF.

What Type of Oral Corrective Feedback do Chilean EFL Young Learners Prefer?

This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher’s correction and feedback when done carefully and clearly and considering students’ affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.

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.

Teachers’ Perceptions of Oral Corrective Feedback in Form-focused Language Classrooms: Why do they Correct the Way they do?

This study focuses on Saudi teachers’ motivations regarding their choice of oral corrective feedback (OCF) forms, such as recasts, elicitations, and metalinguistic feedback in foreign language (FL) contexts. Many previous studies of teachers’ choices of OCF forms, and motivations for these choices, have been conducted in more communicative contexts where recasts are most commonly used, with the aim of keeping the communication going. The current study, in contrast, aims to explore teachers’ choices of, and motivations for, OCF forms in a more accuracy-focused context. The study uses rigorous methods to investigate 207 Saudi teachers’ perceptions of OCF, including 100 classroom observations, and 100 stimulated recall (SR) sessions with 10 teachers to further investigate their choices of, and motivations for, particular types of OCF, with reference to their learners’ uptake. The findings demonstrate that the teachers consider recasts to be the most effective method of correction for their students’ learning, especially in the case of pronunciation errors, in a context where the emphasis is placed on accuracy rather than on maintaining the flow of communication. This is in contrast to previous studies of OCF in more meaning-focused contexts, where recasts were used to maintain the flow of communication. The current study concludes by offering insights into some challenges that teachers in FL contexts might face and suggests some possible implications for teachers’ practice in these contexts.

STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS

This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.

A classroom research study on use of oral corrective feedback at an EFL university

This study aims to investigate which types of errors lead to which types of corrective feedback and their distribution in university preparatory school speaking classes. Discourse analytic principles were used to analyze the learners' errors and types of oral corrective feedback in communicatively oriented speaking classes. The frequency and distribution of error types and corrective feedback are examined. Three instructors teaching English speaking courses at B1 level of the Common European Framework of Reference for Languages in different classes participated in the study. The data, consisting of six videotaped lessons, were transcribed for coding and analysis according to the system proposed by Lyster and Ranta (1997). First, four error types and seven types of corrective feedback were coded and then, the relationship between the feedback type and error type was examined. The results showed that the most commonly used feedback type is recast. This is followed by a translation and explicit correction. Metalinguistic feedback, elicitation, clarification requests, and repetitions are not common feedback types. Looking at the relationship between the type of corrective feedback and the type of error, grammatical errors were the most common type, but were corrected the least. On the other hand, lexical errors were the least frequent but were the most frequently corrected error type.

Oral Corrective Feedback: Kurdish EFL Students’ Preferences and Attitudes

The present study aimed to assess the learners’ attitudes and preferences concerning the provision of Oral Corrective Feedback (OCF) for effective learning of a second language. The study utilized a sample of 51 Kurdish EFL undergraduates as respondents. For this purpose, the data were collected using an attitudinal questionnaire. Therefore, since the collected data were numeric, they were subjected to quantitative analysis. Then for a clearer understanding of the participants’ responses, the collected data were analyzed in percentage using SPSS. The findings figured out that most participants showed positive attitudes towards OCF and regarded it as an effective tool for better learning. It is also discovered that many of them prefer the teacher to provide the correction rather than self or peer correction. In terms of the timing, it is indicated that a significant number of participants chose to be corrected after they are being finished with the speech. Regarding the types of OCF, the study established that the participants were in preference of explicit correction rather than implicit strategies, which is surprising.

Using Drama Approach and Oral Corrective Feedback in Enhancing Language Intelligibility and Oral Fluency among English Majors

The present paper investigated the effect of drama approach and oral corrective feedback on improving English majors intelligibility and oral fluency at Shaqra’ University, Kingdom of Saudi Arabia. The tools of the present paper were an interview, pre-posttests, a rubric of the scoring scale and an observation checklist. The participants of the paper were thirty English majors. The paper compared the conventional method to the intervention based on two types of drama approach strategies and three types of oral corrective feedback. Data were statistically analyzed to test the hypotheses. The results indicated that there were no significant differences between the paper groups due to the conventional method in the pretest, whereas there were significant differences in the posttest in favor of the experimental group due to the intervention. Findings of the observation techniques indicated that thought tracking was preferred by the students to soundscape and clarification request mostly used by the teacher.

EXPLORING NON-NATIVE ENGLISH TEACHERS’ ORAL CORRECTIVE FEEDBACK IN CLASSROOM

This study aims to describe the types of oral corrective feedback used by teacher in classroom activity. To achieve the aim, the study used descriptive qualitative design in order to answer the research problem; what are types of oral corrective feedback used by teacher in the classroom activity. The data were collected from three non-native English teachers through observation by taking audio/videos of the teaching and learning process. The videos were transcribed and then analyzed it for gaining the result. This study employs six types of teachers’ feedback by Ellis (2009) as checklist criteria. By doing so, they are able to strengthen the findings into the assessment of language teachers education. The result shows that teacher A used explicit correction and repetition in her classroom activity. Teacher B used clarification request. Teacher C used clarification request and explicit correction. In conclusion, the dominant types on teachers’ oral CF used in the classroom activity is clarification request. However, teachers’ strategy on give the corrections toward students’ erroneous in classroom activity is different depend on the mistakes and the conditions of the students itself.

A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq

This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.

Learners’ oral corrective feedback perceptions and preferences in Thai as a foreign language tertiary setting

The goal of this research was to investigate the existence of perceptions and preferences among East Asian undergraduate students of Thai. To fill this gap, ninety-nine learners having experience of studying Thai speaking courses at five universities completed an online questionnaire reporting on their recognitions and attitudes. The results indicated that recast was the most frequently perceived type of oral corrective feedback (OCF) that Thai as a foreign language (TFL) students were provided. Explicit correction was the most preferred technique in TFL teaching situations. In a speech, they inclined to be provided with the error correction in private places. Considering in terms of the nationalities, a post hoc analysis on a subset of the Chinese and the Korean learners suggested that some OCF opinions were similar; they were favoured by clarification request and repetition. They did not lean towards the inattention to error, peer correction, and error correction in public.

TEACHING SPEAKING: EXPLORING METHOD OF TEACHING AND ORAL CORRECTIVE FEEDBACK IN EFL LEARNERS’ CLASSROOM

This study investigates teaching speaking in EFL learners' classroom as teaching speaking is a vast area of research. This study, however, limits the focus to types of methods and oral corrective feedback. This study involves two groups of participants, namely a group of EFL learners and an English teacher. This qualitative study employs observation. Afterward, the unstructured interview with the English teacher is conducted to give further data. Through the observation, it is found that the teacher does some particular activities in teaching speaking. The lesson is opened by group work and the teacher conducts a dialogue and chain drill. The lesson eventually is closed by pair work and role play. The analysis shows that the teacher uses several methods in doing those five activities. Those are communicative language teaching, audio-lingual method, and cooperative language learning. From those three, the audio-lingual method dominates the class activities. Additionally, this study finds that the teacher employs several types of oral corrective feedback. Those are recast, explicit correction, clarification requests, and elicitation. These findings indicate that there is a relationship between methods and oral corrective feedbacks used by the teacher.

Oral Corrective Feedback and Learners’ Uptake in Teenage EFL Class

This study was done to find out: (1) the types of oral corrective feedback (CF) strategies, (2) the types of learners’ uptake, and (3) the types of learners’ uptake elicited in relation to the teacher’s types of oral CF. In order to answer the research questions, the writer applied two theories, Sheen and Ellis (2011) for oral CF strategies and Panova and Lyster (2002) for the types of learners’ uptake, as the guideline. This study used qualitative approach, using audio recording. The findings showed that there were forty three (43) oral CF occuring in the class, and forty one (41) uptakes elicited in relation to teacher’s oral CF. There were 2 (two) oral CF which did not result in uptake. Six (6) out of nine (9) oral CF strategies and seven (7) out of ten (10) types of learners’ uptake occurred in the class. Didactic Recast was the most frequently applied oral CF strategies, whereas Repetition was the most frequently applied learners’ uptake type. There were 18 types of oral CF strategies and learners’ uptake sequences occurring in the class, and the most occurring sequence was Didactic Recasts – Repetition, with total 11 times. There were some possible reasons why uptakes did not occur: learners were taking too long to answer or the teacher did not want to wait longer expecting that learner had already known the correct form through prior explanation. In order to maintain the class running smoothly, the teacher sometimes was faced to a situation when none uptakes were elicited from the learners. Keywords: corrective feedback, oral corrective feedback, uptake

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.

Male and female students' uptake in responding to oral corrective feedback

<p>This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification<strong>.</strong> The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.</p>

Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate

Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.