Affective Damage to Oral Corrective Feedback among Students in Libyan Secondary Schools

Elsaghayer, Mohamed

doi:10.9790/7388-04627482

Cited by 12 publications

(12 citation statements)

References 56 publications

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“…Therefore, it could be concluded that EFL students' perceptions about implicit corrective feedback through recordings tend to be positive because it made them happy, satisfied, helped, motivated, and less embarrassed. The findings supported Elsaghayer's (2014) research findings that implicit corrective feedbacks kept students' confidence and willingness to speak when learning a foreign language. Corrective feedbacks that were implicitly given is considered to be able to cause less anxiety towards students.…”

Section: Students' Perceptions Of Implicit Corrective Feedback Throug...supporting

confidence: 85%

The Implementation of Implicit Corrective Feedback Through Recordings Towards Efl Students in Listening and Speaking English Class: Case Study

Shinta

Suganda

2022

IRHS

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Corrective feedbacks are necessary to facilitate speaking skills but are rarely used by teachers asynchronously. This research explores the implementation of implicit corrective feedback through recordings in an English Listening and Speaking class of first-year university students. The research employed a case study method. An English teacher and 23 English students acted as the informants in this study. Questionaries, interviews and the teacher’s implementation of corrective feedback were analysed. This study aimed to reveal the implementation of implicit corrective feedback through recordings by Screencast-O-Matic, how the student and teacher perceived implicit corrective feedback through recordings, and what implications the teacher and student experience. Implicit corrective feedback through recordings were given to highlight student's mistakes in their recorded monologues. The result of the study revealed the pattern of the implicit corrective feedback implementation through recordings carried out by the teacher. The perceptions from the students and the teacher on the practice were considered positive. Implicit corrective feedback through recordings improved the EFL student's speaking accuracy awareness and motivation for self-direct learning. Meanwhile, the teacher gained benefits from delivering personal feedbacks and managing time. In addition, some technical difficulties occurred though it was not a big issue.KEYWORDS: corrective feedback, EFL, speaking skills

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Section: Students' Perceptions Of Implicit Corrective Feedback Throug...supporting

confidence: 85%

The Implementation of Implicit Corrective Feedback Through Recordings Towards Efl Students in Listening and Speaking English Class: Case Study

Shinta

Suganda

2022

IRHS

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“…c. Instant and frequent interruption of EFL learners may hurt their self-respect, which subsequently can diminish their willingness to speak and impede the flow of communication. Elsaghayer [52] who states, "feedback should always be personal, and never directed at person's personality" (p. 76). d. Excessive focus on learners' accuracy at the expanse of their fluency and pronunciation.…”

Section: Resultsmentioning

confidence: 99%

Oral Corrective Feedback and Its Impact on Learners’ Speaking Skills: Tunisian EFL Students as a Case Study

Tesnim¹

2019

IJLL

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The present research paper tries to discover the effect of teachers' oral corrective feedback (OCF) on EFL learners' speaking skills (grammar, vocabulary, pronunciation, and fluency). The study relies on the use of an experimental design and direct observations. 20 participants formed the experimental group. All subjects are intermediate foreign language learners of English (EFL). They are given an initial pre-test. Then, this experimental group undergoes intensive oral corrective feedback (mainly through prompts, recasts and explicit correction) delivered by their teacher during various oral activities. Finally, a post-test is applied. The analysis of the pre-test and post-test scores of the experimental group both quantitavely and qualitatively (using the MELA-Scoring Matrix) and the calculation of the mean rate of errors pre 100 words shows that learners' progress in oral performances vary from one individual to another. The findings of this study reveal that immediate and explicit OCF was able to positively affect EFL learners' grammatical development; yet, it was not helpful to ameliorate the learners' utterances in terms of vocabulary, fluency and pronunciation.

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“…Martinez Agudo (2012) and Elsaghayer (2014) acknowledge that teachers should know when and how to correct errors and, especially, should consider students' sensitiveness and personality. Echoing Pollari's (2017) assertion: "undoubtedly, every teacher giving feedback hopes that the feedback is beneficial and that their students make good use of it" (p. 22).…”

Section: Raquelmentioning

confidence: 99%

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Centeno¹,

Ponce²

2019

Apples

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Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students' emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher's classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher's beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.

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Affective Damage to Oral Corrective Feedback among Students in Libyan Secondary Schools

Cited by 12 publications

References 56 publications

The Implementation of Implicit Corrective Feedback Through Recordings Towards Efl Students in Listening and Speaking English Class: Case Study

The Implementation of Implicit Corrective Feedback Through Recordings Towards Efl Students in Listening and Speaking English Class: Case Study

Oral Corrective Feedback and Its Impact on Learners’ Speaking Skills: Tunisian EFL Students as a Case Study

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

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