A Pragmatic Study on Teachers’ Feedback in EFL Classroom in China

Ying, Liu; Liu, Xin; Zhang, Yibei

doi:10.5539/elt.v14n5p109

Cited by 6 publications

(8 citation statements)

References 15 publications

(15 reference statements)

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“…The described classroom observations of the teachers in the field indicated that they did not give enough positive feedback on the students' correct speech and thus limited potential learning outcomes for them. This conclusion is in consonance with that of Liu, Liu, and Zhang (2021), who found that general supportive feedback can greatly facilitate the interaction between teachers and students, since it is capable of not only expressing participation, acceptance, and recognition, but also implying that the conversational turn has yet to be finished, thus encouraging the student to continue speaking.…”

Section: Discussionsupporting

confidence: 87%

“…The results of Liu, Liu, & Zhang (2021) show that though general supportive feedback discourse in the classroom accounts for a small proportion of all positive feedback, it promotes the interaction between teachers and students to a large extent. General supportive feedback usually uses interjections, such as "Yeah", "Um", "Uhhuh", which have no exact meanings but implicit pragmatic meanings, demonstrating teachers' approval, satisfaction, or doubt.…”

Section: Literature Review Positive Feedback In Language Learningmentioning

confidence: 92%

“…It has been empirically identified as being among the most important instructional practices for improving student learning (Gentrup, Lorenz, Kristen, & Kogan, 2020). The classroom feedback discourse is seen an important part of classroom interactive discourse (Liu, Liu, & Zhang, 2021), and the analysis of its pragmatic functions can help provide guidance for EFL teachers on how to increase classroom interactivity.…”

Section: Introduction Positive Feedback In Efl Classroommentioning

confidence: 99%

See 2 more Smart Citations

Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

Keselman

Yakovleva

2021

JLE

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Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.

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Section: Discussionsupporting

confidence: 87%

Section: Literature Review Positive Feedback In Language Learningmentioning

confidence: 92%

Section: Introduction Positive Feedback In Efl Classroommentioning

confidence: 99%

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Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

Keselman

Yakovleva

2021

JLE

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“…Despite the wide use of Conversation Analysis in psychotherapy and pragmatic linguistics research, it is almost impossible to find studies that would capture the problem of ageing and age-related social changes (Liu et al, 2021 ; Yoon and Stine-Morrow, 2019 ; Yu and Liang, 2018 ). The present study seeks to narrow this gap.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this study, Conversation Analysis was applied to examine the role of the rapid ageing process in the changing labour market. Technological advancement changes the labour market, imposing new requirements on educational backgrounds and redefining the linguistic experience of social subjects (Liu et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

RETRACTED ARTICLE: A conversational analysis of aging in China from a cross-section of the labour market: a corpus-based study

Xiao

2022

Humanit Soc Sci Commun

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Modern society is undergoing rapid technological growth and urbanisation. Despite the positive changes, there are still vulnerable categories of the population that cannot adapt so quickly to the new realities. The ageing process in the developed countries of Europe, America and Southeast Asia raises the issue of further labour market development. In this regard, it is vital to understand the linguistic picture of a quickly ageing labour market, such as China. Drawing on Conversation Analysis, this study aims to investigate the impact of the ageing process on the labour market and identify age-related trends in communication, behaviour and attitude. The focus is on the socio-economic context. The most important finding is that in most contexts, the language behaviour of ageing labour market participants leaned on three underpinning factors: age, social status and exposure to emotional pressure. Older adults in the Chinese labour market value their informal status, accept social hierarchy, follow strict etiquette rules, tend to self-victimise, and complain about feeling vulnerable. The present findings can help social workers in China improve care for ageing adults and allow other researchers to investigate older people’s participation in the labour market.

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Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

Hidayat,

Umalihayati,

Hilman

et al. 2024

englie

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Feedback has a crucial position in supporting the success of teaching and learning processes in English as Foreign Language (EFL) classroom setting. In addition, research in this essential topic should be conducted continuously. Most research on topic have been done at schools or even universities. Only few studies concentrate in non- formal education institution such as English courses. Therefore, it is reasonable to conduct this study. Employing qualitative research, this study invited eight English teachers at non-formal education institution. The study used interview as the instrument to collect data and thematic content analysis to analyze the data. The findings displayed that the participants faced challenges and having strategies in providing feedback for students. The result revealed that teachers find challenges like inappropriate response from the students and insufficient time to make it happen fully. Then, the strategies implemented to fulfill these challenges are sharing appreciation towards students’ work at the beginning, making a clear follow-up session as well as having a clear information to students, and creating a direct comment to students’ work and also adding some notes. This study will contribute more not only for non-formal education institution but also for formal education in general. Furthermore, other aspects, such as teaching approach as well as the method used may be considered as important to adjust with these findings.

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A Pragmatic Study on Teachers’ Feedback in EFL Classroom in China

Cited by 6 publications

References 15 publications

Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

Short Teacher Responses in the EFL Classroom: A Corpus-Approach Assessment

RETRACTED ARTICLE: A conversational analysis of aging in China from a cross-section of the labour market: a corpus-based study

Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

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