Examining Student Teachers’ Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey

Özmen, Kemal Sinan; Aydin, Hale Ülkü

doi:10.14221/ajte.2015v40n12.10

Cited by 10 publications

(8 citation statements)

References 62 publications

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“…For instance, university-level Japanese EFL students in the work of Katayama (2007) had strongly favourable attitudes towards OCF and pointed out a preference for correction of pragmatic errors rather than other types of mistakes. This partly collaborates with the results of research among ESL learners carried out by Bang (1999); Ozmen and Aydin (2015); Schulz (2001); Yang (2016). Lee's study in 2016 confirmed that the majority of EFL students in a US university preferred to get plentiful OCF from their teachers.…”

Section: Repetitionsupporting

confidence: 75%

“…In other words, highly proficient students want to receive more OCF as soon as the errors are made than low-proficient ones (Alhaysony, 2016). Findings of the previous studies, Ozmen and Aydin (2015) for example, suggested that participant's OCF preferences differed according to the language proficiency level of the learners, and both intermediate-and upper-intermediate-level learners preferred explicit OCF. From this finding, it can be inferred that higher-level learners incline towards explicit correction as they can significantly lighten the cognitive burden on self-correcting their own and turn attention to some grammatical metalanguage that refers to the nature of the error.…”

Section: Discussionmentioning

confidence: 93%

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

Wiboolyasarin¹,

Wiboolyasarin²,

Jinowat³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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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.

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Section: Repetitionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 93%

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

Wiboolyasarin¹,

Wiboolyasarin²,

Jinowat³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Also, one must take into account the instructional design of e-learning, which currently relies on constructivism as the most adequate learning model, thus promoting the use of prior knowledge in order to build new knowledge (Koohang 2009). Murphy (1997) provides a description of constructivism learning theory, based on a thorough review of literature. Among the traits included in the description, there is particularly one that has direct bearing on our study, which is that of taking into account the learners' previous attitudes and beliefs in the process of knowledge construction.…”

Section: Introductionmentioning

confidence: 99%

Students’ feedback beliefs and anxiety in online foreign language oral tasks

Martin

Valdivia

2017

Int J Educ Technol High Educ

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Research about the interrelation between anxiety and corrective feedback has mostly been conducted in face-to-face environments. The present study examines the relationship between students showing anxiety when speaking a FL and feedback as a potential anxiety inhibitor in an online oral synchronous communication task. Two questionnaires, the Foreign Language Anxiety Scale (FLAS) and the Corrective Feedback Belief Scale (CFBS), were administered to 50 students from the School of Languages in an online learning environment. T-test analysis showed a significant difference between the learners' preferences in two methods of CF. Recast and Metalinguistic feedback were better rated by the students who reported higher levels of anxiety in oral communication classes. Additionally, the High-level anxiety group rated teacher feedback as more effective than the other sources of feedback when compared to the Low-level anxiety group. These results indicate the need to take into account individual differences in terms of anxiety foreign language learning and students' beliefs about CF in order to help them achieve their learning goals in an interactive online environment.

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“…When it comes to the studies in the context of Turkey, there are very few studies focusing on the relationship between EFL teachers' beliefs and practices of OCF (Ölmezer-Öztürk, 2019;Özmen & Aydın, 2015). Ölmezer-Öztürk (2019) investigated the relationship between the EFL teachers working in the preparatory program of a university and found out individual variation among the participant teachers despite the fact that they were using the same material.…”

Section: Clarification Requests Elicitationmentioning

confidence: 99%

Unravelling the beliefs and practices of EFL teachers related to corrective feedback in Turkey

Çoban

Karagül

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Recent studies in Second Language Acquisition (SLA) have shown that there is an apparent relationship between teachers' beliefs and their classroom practices of oral corrective feedback in second language teaching. Even though many experimental and classroom studies show that it is beneficial for second language acquisition, relatively little research has explored the relationship between beliefs and practices of teachers in terms of oral corrective feedback. This descriptive study aims to examine the relationship between teachers' stated beliefs and their practices about oral corrective feedback in classrooms in a Turkish EFL setting. The data were collected through classroom observations of ten EFL teachers working at a preparatory language school of a privately funded university in Turkey, semi-structured interviews and scenario-based error correction simulation. The results showed that most of the teachers have an awareness of oral corrective feedback and believe that it is useful for students when provided appropriately to avoid touching learners' affective states negatively. Recasts were observed as the most frequently employed feedback type because of its implicit nature, even though most of the instructors reported elicitation as the most effective corrective feedback strategy. In this respect, the results revealed inconsistencies between teachers' stated beliefs and their actual practices about oral corrective feedback; that is, the types of errors corrected in the classroom also showed deviation from the teachers' stated beliefs.

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Examining Student Teachers’ Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey

Cited by 10 publications

References 62 publications

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

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

Students’ feedback beliefs and anxiety in online foreign language oral tasks

Unravelling the beliefs and practices of EFL teachers related to corrective feedback in Turkey

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