Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava, Eva

doi:10.18806/tesl.v33i2.1235

Cited by 40 publications

(19 citation statements)

References 74 publications

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“…The study revealed that many language learners stated that indirect feedback was more helpful. Other aspects to influence perception is from (Kartchava, 2016) on learners' beliefs about corrective feedback on perspectives from two international contexts. The study revealed that the respondents felt that feedback should be done and is preferable in L2 class.…”

Section: Related Workmentioning

confidence: 99%

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

Elhawwa¹,

Rukmini²,

Mujiyanto³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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The study attempts to explain the learners perceive of WCF in writing multicultural class at English Department of IAIN Palangka Raya. This study belongs to descriptive research. The participants of the study are the students of three ethnic groups consisting of twenty five students. The data are collected through questionnaire and observation. The finding reveals that all ethnic group students have positive response on WCF in L2 writing class. In terms of the types of feedback, the majority of participants about ninety per cent of dayaknese and eighty six per cent of Banjarese prefer to treat using direct CF. Meanwhile, Javanese about eighty three per cent prefer to treat using indirect CF, in terms of the sources of feedback, the majority of participants about ninety two per cent of Javanese and eighty per cent of Banjarese prefer to be treated by teacher CF. Meanwhile, Dayaknese about eighty one per cent prefer to be treated by peer CF. It is recommended that the teachers consider the students cultural background in giving WCF to learners.

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Section: Related Workmentioning

confidence: 99%

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

Elhawwa¹,

Rukmini²,

Mujiyanto³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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“…Identification of the implementation of corrective feedback is as crucial as how students perceive it. There are some studies that explore the influence of perception on corrective feedback (Kartchava, 2016;Vyatkina, 2011;Jodaie, Farrokhi, & Zoghi, 2011;Rejab, Ismail, & Jamaludin, 2015), and learners' beliefs about corrective feedback perspectives from different contexts (Kartchava, 2016). Teachers' perception does not coincide with what students expect from their teachers in which Martinez Buffa (2016) captured teachers must assess students' expectations regarding written corrective feedback by knowing preferences that can be beneficial for both parties.…”

Section: Introductionmentioning

confidence: 99%

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

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“…It is undeniable that there are some studies on EFL learners' belief, like those about: grammar instruction and error correction conducted in Turkey (Incecay & Dollar, 2011); language learning (Bernat & Gvozdenko, 2005;Bernat & Lloyd, 2007; L Graham, 2006;(Truitt, 1995) Rifkin, 2000), aspects of language learning (A. Davis, 2008), oral corrective feedbacks (Yang, 2019), corrective feedback (Kartchava, 2016), relationship between self-efficacy belief and vocabulary learning strategy in Iranian EFL learners (Heidari et al, 2012), and that between gender, proficiency, learning strategies, and self-efficacy belief in Turkey (Yilmaz, 2010). This study is different since it tries to elicit the Indonesian EFL learners' beliefs in advantages of using songs in their EFL learning.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

Hendriani¹,

Mukhaiyar²,

Kustati³

et al. 2020

Ta'dib

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Despite a considerable body of studies, little attention is given to the advantages of using songs in learning (learner-centred). The study, therefore, is aimed at eliciting Indonesian EFL learners’ beliefs about the advantages of using songs for their language learning. Researching the research phenomenon through a qualitative study using a case study design, in-depth interview technique was applied to collect the data of the learners’ beliefs from eleven university learners majoring English. This study indicated an interesting finding that it was perceived that the learners believed that there were some advantages of using songs in learning English: increasing their EFL learning in the aspects of language skills (listening and speaking), language components (vocabulary mastery and pronunciation), their knowledge, their confidence and relaxation, and improving their mood and focus. Thus, it is recommended that songs be used either in teachers’ EFL teaching and in learners’ EFL learning. Abstrak: Meskipun telah banyak penelitian yang dilakukan, namun masih sedikit perhatian yang diberikan tentang manfaat penggunaan lagu dalam pembelajaran (berpusat pada peserta didik). Oleh karena itu, penelitian ini bertujuan untuk mengungkap keyakinan pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentang manfaat penggunaan lagu dalam pembelajaran bahasa asing mereka. Meneliti fenomena melalui studi kasus, teknik wawancara mendalam diterapkan untuk mengumpulkan data tentang keyakinan sebelas mahasiswa jurusan Bahasa Inggris. Penelitian ii menunjukkan temuan yang menarik bahwa peserta didik percaya bahwa ada beberapa keuntungan dari pemanfaatan lagu dalam pembelajaran bahasa Ingris mereka pada aspek keterampilan bahasa (menyimak dan berbicara), komponen bahasa (penguasaan kosa kata dan pengucapan), pengetahuan mereka, kepercayaan diri dan relaksasi mereka, serta memperbaiki suasana hati dan fokus mereka. Oleh karena itu, disarankan agar lagu digunakan dalam pengajaran bahasa Inggris oleh guru maupun dalam pembelajaran bahasa Inggris oleh peserta didik.

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Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Cited by 40 publications

References 74 publications

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Indonesian Efl Learners’ Beliefs About Advantages of Songs in Language Learning

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