Correcting Spoken Errors in English Language Teaching: Preferences of Turkish EFL Learners at Different Proficiency Levels

Genç, Zübeyde Sinem

doi:10.15390/eb.2014.1438

Cited by 7 publications

(10 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Explicit feedback helps the learners to learn what the target-like form is by directly pointing out the error, whereas recast can help them to learn the correct pronunciation, grammar and sentence structure. This result is consistent with several other studies have also reported that explicit feedback is a common preference among learners (Atma & Widiati, 2016;Genç, 2014;Kim, 2015;Öztürk, 2016). Learners may favour explicit feedback due to a form-focused rather than communicative perception, as they expect their teachers to provide grammatical explanation.…”

Section: Resultssupporting

confidence: 93%

To Err is Human: ESL Learners' Perception and Preference on Oral Corrective Feedback (OCF) in Classroom Practices

Sabri¹,

Hamzah²

2020

theijhss

View full text Add to dashboard Cite

The interest in error correction feedback has been very intense both in second language teaching and research. Few studies, however, have delved into learners' perceptions and preferences especially in Malaysian polytechnic setting. Hence, this study aims to investigate the preferences of English as Second Language (ESL) learners in terms of the oral corrective feedback they receive from their teachers and the oral corrective feedback method preferred by the learners. The quantitative data were elicited through a two-part questionnaire administered to the learners studying in a polytechnic institution in Penang, Malaysia. Descriptive statistics was employed in analyzing the data. The findings revealed that explicit method of error correction was the most preferred method of oral corrective feedback. Moreover, learners are receptive of receiving corrective feedbacks and they prefer the errors to be corrected by teachers as opposed to classmates or self-correction.

show abstract

Section: Resultssupporting

confidence: 93%

To Err is Human: ESL Learners' Perception and Preference on Oral Corrective Feedback (OCF) in Classroom Practices

Sabri¹,

Hamzah²

2020

theijhss

View full text Add to dashboard Cite

show abstract

“…Daha düşük dil seviyesindeki öğrenici grupları, geribildirim konusunda özellikle öğretmenlerine güvenmektedirler. Dil seviyesi ne olursa olsun, yabancı dil öğrenen öğreniciler, akran geribildiriminden çok kendi hatalarını kendileri düzeltmeyi yeğlemektedirler (Genç, 2014). Geribildirimin verileceği zaman da değişiklik göstermektedir.…”

Section: Geni̇şleti̇lmi̇ş öZet 1 Girişunclassified

“…Farklı dil seviyelerindeki öğreniciler, düzeltici geri bildirimin olmamasının dil gelişimlerine katkısı olmayacağı konusunda hemfikirdirler. Tekrarlama, söyletim, açıklığa kavuşturma talebi gibi dolaylı hata düzeltme metotları yüksek dil düzeyindeki öğrenicilerin geribildirim tercihleri olurken, doğrudan düzeltme gibi direkt hata düzeltme metotları alt düzey grupları tarafından daha çok yeğlenmektedir (Genç, 2014;Lee, 2013). Başlangıç ve ileri düzey gruplarındaki öğreniciler üstdilsel geribildirimden diğer gruplara göre daha fazla faydalandıklarını belirtmişlerdir (Ferreira, Moore & Mellish, 2007).…”

Section: Geni̇şleti̇lmi̇ş öZet 1 Girişunclassified

“…Low-level learners trust their teachers as the main feedback providers. Regardless of the proficiency level, selfcorrection is favored over peer correction (Genç, 2014). The timing of feedback is also a subject for further research.…”

Section: Introductionmentioning

confidence: 99%

“…One common belief held by the learners with varying levels of language proficiency is that no error correction does not do them any good. Indirect methods of error correction such as repetition, clarification requests and elicitation are evaluated as the most favored error correction methods by high proficiency groups whereas low proficiency groups rate direct methods of error correction such as explicit correction as the most effective error correction method (Genç, 2014;Lee, 2013). Beginner and advanced learners differ from intermediate level learners in terms of the benefit they derive from the use of metalinguistic feedback.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating Foreign Language Anxiety and Learner Beliefs in Spoken Corrective Feedback With a Focus on Language Proficiency

Geçkin

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Research on the role of language proficiency on foreign language anxiety and learner corrective feedback beliefs in oral practice has not reached conclusive results. This study investigates whether level of proficiency affects foreign language anxiety and learner beliefs about spoken corrective feedback in an EFL context. Participants were recruited through convenience sampling. A total of 204 participants, who were all tertiary level university learners of English from four different proficiency groups, responded to two scales: Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) and Corrective Feedback Belief Scale (Fukuda, 2004). A series of one-way ANOVA analyses and Bonferroni adjusted post-hoc corrections were run to test significance between and within groups. The four proficiency groups were statistically different from each other in terms of foreign language anxiety and spoken corrective feedback preferences. The findings revealed that the learners with a low proficiency level appreciated immediate feedback, but those with a higher level of language proficiency preferred delayed feedback. Clarification requests, elicitation and metalinguistic feedback were rated more positively by the beginner group than the other groups. In terms of the choice of correctors, language proficiency did not play a role; however, all the groups valued teachers as the main agents of correction. This study is one of the very few comprehensive studies (e.g., Tercan & Dikilitaş, 2016;Uyanıker, 2018) focusing on the role of language proficiency in anxiety and feedback preferences of high achiever tertiary level learners of English who will pursue their undergraduate studies in an English medium public university in Turkey.

show abstract

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

Wiboolyasarin¹,

Wiboolyasarin²,

Jinowat³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

The goal of this research is to investigate the existence of perceptions and preferences among East Asian undergraduate students of Thai. To fill this gap, ninety-nine L2 learners having experience of studying Thai speaking courses at five universities completed an online questionnaire reporting on their recognitions and attitudes. The findings revealed that recast was the most frequently perceived strategy of oral corrective feedback (OCF) that Thai as a foreign language (TFL) students were provided. Explicit correction was the most favoured technique in TFL teaching situations. In a speech, they inclined to be provided with the error correction in private places and would like to be corrected by peers. Considering in terms of the nationalities. An analysis further suggested that some OCF opinions between Chinese and the Korean learners were similar; they tended to prefer clarification request and repetition techniques. In contrast, inattention to error, peer correction, and error correction in public were less preferable among them.

show abstract

Correcting Spoken Errors in English Language Teaching: Preferences of Turkish EFL Learners at Different Proficiency Levels

Cited by 7 publications

References 31 publications

To Err is Human: ESL Learners' Perception and Preference on Oral Corrective Feedback (OCF) in Classroom Practices

To Err is Human: ESL Learners' Perception and Preference on Oral Corrective Feedback (OCF) in Classroom Practices

Investigating Foreign Language Anxiety and Learner Beliefs in Spoken Corrective Feedback With a Focus on Language Proficiency

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

Contact Info

Product

Resources

About