Irinan EFL Teachers’ Preferences For Corrective Feedback Types, implicit Vs Explicit

Motlagh, Leily Nekuruh

doi:10.1016/j.sbspro.2015.06.052

Cited by 4 publications

(4 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers, however, chose more implicit types of feedback which require thought and monitoring on the part of the learners themselves. This finding corroborates the ideas of Ahangri and Amirzadeh's (2011), Motlagh's (2015), Méndez and Cruz's (2012) and Amin's (2017) studies who indicated that recast and clarification request were the most frequently used type of corrective feedback by the teachers. However, the findings of the current study do not support the previous research.…”

Section: Discussionsupporting

confidence: 89%

Matches and Mismatches Between Efl Teachers’ and Students’ Preferences for Corrective Feedback in English Speaking Classes at a Vietnamese University

Huong¹

2020

JFS

View full text Add to dashboard Cite

This study aimed at examining matches or mismatches between teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at a Vietnamese university. Observation and two parallel questionnaires adapted from Katayama (2007) and Smith (2010) were used to gather data from five EFL teachers and 138 English-majored students. Multiple findings pertaining to each research question were revealed. Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur.

show abstract

Section: Discussionsupporting

confidence: 89%

Matches and Mismatches Between Efl Teachers’ and Students’ Preferences for Corrective Feedback in English Speaking Classes at a Vietnamese University

Huong¹

2020

JFS

View full text Add to dashboard Cite

show abstract

“…Aside from it, a lot of research have examined teachers' preferences of CF in second language acquisition (Behroozi & Karimnia, 2017;Motlagh, 2015) and also students' preferences (Alamri & Fawzi, 2016;Fitriana, Suhatmady, & Setiawan, 2016;Mungungu-Shipale & Kangira, 2017;Elçin & Öztürk, 2016;Papangkorn, 2015;Park, 2010;Yoshida, 2008). Surprisingly, the results of those research show a greater difference among students' preferences.…”

Section: Introductionmentioning

confidence: 99%

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

2019

View full text Add to dashboard Cite

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

show abstract

“…Lately, a number of studies have been carried out to focus fully on teachers' error correction preferences in teaching second/foreign languages (Anggraeni, 2012;Behroozi & Karimnia, 2017;Jabu, Noni, Talib & Syam, 2017;Liskinasih, 2016;Motlagh, 2015;Suryoputro & Amaliah, 2016) or only students' error correction preferences (Alamri & Fawzi, 2016;Elçin & Öztürk, 2016;Fitriana, Suhatmady & Setiawan, 2016;Mungungu-Shipale & Kangira, 2017;Papangkorn, 2015;Park, 2010;Yoshida, 2008;Zhao, 2015). When these studies are compared, we see a noteworthy difference between what teachers and students show preference for.…”

Section: Literature Reviewmentioning

confidence: 99%

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Kavak

2020

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

show abstract

Irinan EFL Teachers’ Preferences For Corrective Feedback Types, implicit Vs Explicit

Cited by 4 publications

References 20 publications

Matches and Mismatches Between Efl Teachers’ and Students’ Preferences for Corrective Feedback in English Speaking Classes at a Vietnamese University

Matches and Mismatches Between Efl Teachers’ and Students’ Preferences for Corrective Feedback in English Speaking Classes at a Vietnamese University

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Contact Info

Product

Resources

About