Feedback, Student Collaboration, and Teacher Support In English as a Foreign Language Writing

Khatri, Raj

doi:10.15373/22778179/feb2013/26

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This information can be either oral or written, positive or negative, explicit or implicit, and has a powerful but variable influence on FL learning by giving learners the opportunity to enhance their metalinguistic awareness (Swain, 1995) and to modify their output (Bitchener, Young & Cameron, 2005;Farrokhi, 2012;Khatri, 2013). Giving effective feedback at appropriate points in time is thus a fundamental feature of good teaching practice.…”

Section: María Fernández Agüero Isabel Alonso-belmontementioning

confidence: 99%

Foreign Language Teachers’ Feedback Practices: a Comparative Study

Brumen¹,

Župančič²,

Agüero³

et al. 2018

tner

View full text Add to dashboard Cite

The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication.

show abstract

Section: María Fernández Agüero Isabel Alonso-belmontementioning

confidence: 99%

Foreign Language Teachers’ Feedback Practices: a Comparative Study

Brumen¹,

Župančič²,

Agüero³

et al. 2018

tner

View full text Add to dashboard Cite

show abstract

The Impact of Collaborative Learning Using Wikis Among Japanese as a Foreign Language (JFL) Learners of the Tertiary Level

Rodrigues

2016

7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings

View full text Add to dashboard Cite

Corrective Feedback (CF) and English-Major EFL Learners’ Ability in Grammatical Error Detection and Correction

Asassfeh¹

2013

ELT

View full text Add to dashboard Cite

Corrective feedback (CF), the implicit or explicit information learners receive indicating a gap between their current, compared to the desired, performance, has been an area of interest for EFL researchers during the last few decades. This study, conducted on 139 English-major prospective EFL teachers, assessed the impact of two CF types (implicit vs. explicit) on students' ability to detect and correct some "common" grammatical errors (definite and indefinite article, subject-verb agreement, prepositions, spelling, and logical connector use). The study used a quasi-experimental pretest, posttest with a 12-week treatment program. The results indicated a statistically significant difference in students' performance prior to and after exposure to the intervention, confirming the positive role CF has on students' performance. However, there was no significant difference attributed to the type of CF introduced. The paper sets recommendations for both practitioners and researchers and suggests a reconceptualization of the EFL learning process.

show abstract

Feedback, Student Collaboration, and Teacher Support In English as a Foreign Language Writing

Cited by 3 publications

References 1 publication

Foreign Language Teachers’ Feedback Practices: a Comparative Study

Foreign Language Teachers’ Feedback Practices: a Comparative Study

The Impact of Collaborative Learning Using Wikis Among Japanese as a Foreign Language (JFL) Learners of the Tertiary Level

Corrective Feedback (CF) and English-Major EFL Learners’ Ability in Grammatical Error Detection and Correction

Contact Info

Product

Resources

About