ESL Teachers’ Perceptions regarding the Usefulness of Oral Corrective Feedback at Undergraduate Level
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This research aims to examine the perceptions of undergraduate level ESL teachers regarding oral feedback and its impact on student learning. In this regard, this study attempts to determine the particular method of corrective feedback (CF) teachers perceive to be useful, how they apply this method in language classroom, and how their feedback affects the learning of students. Hence, the current study examines how the input of L2 teachers influences the motivation, confidence, self-esteem, student-teacher relationship, and identity of students at undergraduate level. Data was collected through two qualitative research tools: “observations” and “semi-structured interviews”. Purposive sampling method was used and eight L2 teachers of a private university were sampled for this study. The observations of the selected teachers were conducted for 18 hours and semi-structured interviews were also conducted afterwards. Thematic analysis of the data revealed that direct CF was perceived and used by L2 teachers as the best way of correcting students. It was found that the participants had practical experience of direct CF. Moreover, it was concluded that direct CF and reasonable inquiries can influence motivation, confidence, self-esteem, and student-teacher relationship. The findings have useful implications for both theory and practice because they improve on the general guidelines for L2 teachers regarding what type of CF can be beneficial for L2 students, how their feedback can encourage or discourage students, and how they can correct the mistakes of students in an effective way.
Keywords: educational techniques, ESL teaching, oral corrective feedback
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References
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Bitchener, J., & Knoch, U. (2015). Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010a) and Van Beuningen, De Jong & Kuiken (2012). Language Teaching, 48(3), 405-414. https://doi.org/10.1017/S0261444815000130
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Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers Professional Development, 14(2), 63-75.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 45–58). Society for the Teaching of Psychology
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Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181-194. https://doi.org/10.1080/09571736.2014.889509
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Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
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Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 45–58). Society for the Teaching of Psychology
Hurlock, E. B. (1925). An evaluation of certain incentives used in school work. Journal of Educational Psychology, 16(3), 145-159. https://doi.org/10.1037/h0067716
Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy, 140, 1-40.
Khatib, M., Vaezi, M. N., & Najjarbaghseyah, R. (2018). The role of corrective feedback and learning styles on EFL students’ acquisition of grammatical structures. Iranian Journal of Applied Language Studies, 10(2), 119-148. https://doi.org/10.22111/IJALS.2018.4633
Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181-194. https://doi.org/10.1080/09571736.2014.889509
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413-468). Academic Press.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269-300. https://doi.org/10.1017/S0272263106060128
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167-184. https://doi.org/10.1017/S027226311200071X
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
Mahmood, S. (2018). Second language international postgraduate students’ perceptions of assessment feedback: An analysis. The University of Huddersfield.
Moray, E. H. (2004). Feedback research revisited. In D. Jonassen, M. Driscoll (Eds.), Handbook of research on educational communications and technology. Routledge.
Naeini, J., & Duvall, E. (2012). Dynamic assessment and the impact on English language learners' reading comprehension performance. Language Testing in Asia, 2(2), 1-20. https://doi.org/10.1186/2229-0443-2-2-22
Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12(2), 22-37.
Bitchener, J., & Knoch, U. (2015). Written corrective feedback studies: Approximate replication of Bitchener & Knoch (2010a) and Van Beuningen, De Jong & Kuiken (2012). Language Teaching, 48(3), 405-414. https://doi.org/10.1017/S0261444815000130
Cresswell, J. W. (2007). Qualitative inquiry thousands Oak. Sage Publications.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers Professional Development, 14(2), 63-75.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 45–58). Society for the Teaching of Psychology
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Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback. The Higher Education Academy, 140, 1-40.
Khatib, M., Vaezi, M. N., & Najjarbaghseyah, R. (2018). The role of corrective feedback and learning styles on EFL students’ acquisition of grammatical structures. Iranian Journal of Applied Language Studies, 10(2), 119-148. https://doi.org/10.22111/IJALS.2018.4633
Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42(2), 181-194. https://doi.org/10.1080/09571736.2014.889509
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Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167-184. https://doi.org/10.1017/S027226311200071X
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
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Naeini, J., & Duvall, E. (2012). Dynamic assessment and the impact on English language learners' reading comprehension performance. Language Testing in Asia, 2(2), 1-20. https://doi.org/10.1186/2229-0443-2-2-22
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Ridgers, N. D., Stratton, G., & Fairclough, S. J. (2006). Physical activity levels of children during school playtime. Sports Medicine, 36(4), 359-371. https://doi.org/10.2165/00007256-200636040-00005
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Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(2), 235-263. https://doi.org/10.1017/S0272263109990519
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