Explicit and Implicit Types of Corrective Feedback in Turkish Primary Education

Abstract

Corrective feedback (CF) has become a significant notion in EFL learning as it is seen as a facilitator to enhance L2 learning. CF is basically refer to any feedback provided to learner containing evidence of learner error of language form (Russel & Spada, 2006), or an immediate response by teacher to learner utterances containing error explained which is also theoretically a complex phenomenon with several functions (Lyster, et.al., 2012). A distinction can be drawn whether CF types are being implicit or explicit that there is not a clear indication of error in implicit CF whereas there is in explicit CF types. This study investigates the explicit and implicit CF types used by teachers in EFL classrooms in primary levels aiming at to see whether there are quantitative differences in the preference of CF types being explicit/implicit. Data of the study gathered from EFL classroom teachers' course session observations at various levels of primary school. Methodology depends on frequency analysis of CF types employed by teachers during EFL course sessions. Results favored explicit CF types by teachers during EFL sessions.

L1 and L2 Explicit Corrections: A case study in an Indonesian EFL classroom

“…Also, these explicit corrections help student acquire their foreign language acquisition. This finding confirms the previous results of study [36][37][38][39] that explicit corrective feedback is more effective than implicit CF because the explicit one can be easily noticed.…”

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“…Bitener i Noč (Bitchener & Knoch, 2009) sa druge strane, navode da postoji direktna i indirektna povratna informacija. Babanoglu i Agdžam (Babanoğlu & Ağçam, 2015) navode da direktna informacija usmerava na grešku učenika i njeno ispravljanja, dok indirektna ukazuje na grešku bez velikog privlačenja pažnje.…”

“…Eksplicitna i implicitna povratna informacija je bila predment mnogih istraživanja (Babanoğlu & Ağçam, 2015;Campillo, 2003;Carrol & Swain, 1993;Lyster et al, 2013;Zohrani & Eshani, 2014). Listr i saradnici (Lyster et al, 2013) zapažaju da, iako učenici lakše uočavaju eksplicitnu korektivnu povratnu informaciju, implicitna korektivna informacija može biti dugotrajnija od eksplicitne koja je bolja za kraći rok.…”

“…Zorani i Eseani (Zohrani & Eshani, 2014) su ispitivali gramatičku pismenost učenika u grupama koje su imale eksplicitnu i implicitnu povratnu informaciju i došli do zaključka da da su obe grupe poboljšale svoje znanje, ali grupa koja je primala eksplicitnu povratnu informaciju postigla bolje rezultate. Babanoglu i Agdžam (Babanoğlu & Ağçam, 2015) su ispitali koji tip povratne informacije preferiraju nastavnici engleskog jezika u turskim državnim osnovnim školama i došli su do zaključka da nastavnici u većoj meri koriste eksplicitnu povratnu informaciju koja i daje bolje rezultate od implicitne.…”

Pendampingan Pemanfaatan Duolingo melalui Smartphone Sebagai Alat Pengajaran dan Pembelajaran Bahasa Inggris Bagi Masyarakat

“…Tidak hanya itu saja, ketika melakukan latihan -latihan bahasa Inggris mereka juga dapat mengetahui dan mengevaluasi kesalahan -kesalahan yang mereka lakukan melalui corrective feedback (CF), yaitu suatu korektor yang terdapat dalam aplikasi Duolingo yang dapat menunjukkan, mengidentifkasi kesalahan yang telah dilakukan dan dapat memberikan koreksi. Babanoğlu & Reyhan (2015) menyatakan bahwa CF menjadi hal yang sangat penting dalam pembelajaran dan pengajaran bahasa asing seperti bahasa Inggris, karena perannya yang dapat memberikan kemudahan pada pembelajar dan guru untuk mengetahui kesalahan yang telah dilakukan…”