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

Huong, Luu Thi

doi:10.25073/2525-2445/vnufs.4505

Cited by 5 publications

(11 citation statements)

References 16 publications

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“…Understanding how both teachers and students perceive OCF can help promote teachers' practice in real classrooms, hence, improve teaching quality. In Vietnam, there have been some studies on this area such as Tran and Nguyen (2018), Tran and Nguyen (2020), Ha and Murray (2023), Luu (2020), Nhac (2020), Ha and Murray (2021). With the aim of examining the strategies that teachers use to correct students' errors within an EFL context, Tran and Nguyen (2018) conducted a study in a private high school in the Mekong Delta region in Vietnam.…”

Section: Research On Teachers' and Students' Perceptions Of The Impac...mentioning

confidence: 99%

Teachers’ and Students’ Perspectives to the Impact of Oral Corrective Feedback on Student’s Speaking Proficiency in English Speaking Classes

Van

2023

JFS

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Helping students to promote their communication skills in this globalized world is one of teachers’ main concerns in English teaching. The ways that teachers give oral corrective feedback (OCF) to students’ errors also have influenced students’ language proficiency improvement. There has been some research on how teachers and students perceive OCF in language classrooms, but little has been conducted on teachers’ and students’ perceptions of the impact of OCF on students’ speaking ability through the lens of sociocultural theory. This qualitative study investigates teachers’ and students’ perspectives regarding the impact of OCF on student’s speaking proficiency in English speaking classes at the tertiary level in Vietnam. Data were gathered from five semi-structured interviews with five EFL teachers and five focus group interviews with 35 first-year students. Findings showed teachers' and students’ support of the impact of OCF on helping students to notice their errors, to be more responsible for their own study, and to increase students’ learning motivation and linguistic knowledge as well. On the basis of the findings, pedagogical implications are discussed.

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Section: Research On Teachers' and Students' Perceptions Of The Impac...mentioning

confidence: 99%

Teachers’ and Students’ Perspectives to the Impact of Oral Corrective Feedback on Student’s Speaking Proficiency in English Speaking Classes

Van

2023

JFS

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“…The treatment of student error is possible through oral corrective feedback (OCF). If the errors of the students are not corrected, they will become fossilized and disrupt the meaning of language (Phuong & Huan, 2018). Moreover, students may believe that they have used English correctly because their teacher never corrects them.…”

Section: Background To Bhutan and Its Education Systemmentioning

confidence: 99%

“…Given the significance of OCF strategies, a focus on students' uptake is an important aspect to investigate. Several studies have found that the OCF strategy, because of its prominence in language teaching and learning, is strongly related to students' uptake (Ellis et al, 2001: Fu & Nassaji, 2016Lyster & Ranta, 1997;Panova & Lyster, 2002;Phuong & Huan, 2018;Zhao, 2009).…”

Section: Background To Bhutan and Its Education Systemmentioning

confidence: 99%

“…According to this viewpoint, the responsibility of teachers is to help students correct their errors or to provide feedback on their language performance (Phuong & Huan, 2018). In addition, Phuong and Huan (2018) state that while OCF can be interpreted in a variety of ways, it is generally agreed that children benefit from OCF when teachers take the initiative in correcting their erroneous utterances.…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms

Wangchuk

2023

JISTE

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Oral corrective feedback (OCF) plays an important role in language teaching and learning, but little research has examined Bhutanese teachers’ practices of OCF on students’ speaking performance and uptake. This paper reports on a mixed-method approach to investigate the rate of students' uptake on teachers' OCF within an ESL setting in Bhutanese grade six primary classrooms. Convenience sampling was applied to gather data from observations of two teachers and fifty-seven students in a primary school. The results of content analysis from classroom observations indicate that the teachers used four types of OCF: explicit correction, recast, metalinguistic feedback, and repetition, with recast being the highest used. The results showed a high degree of student participation, which resulted in error correction following the teachers' OCF. It is suggested that different classes be studied to see if there are differences in the effects of OCF on students.

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“…It has been widely addressed on teaching and learning as it facilitates learners' interlanguage development and learning. It also contributes to EF language learning, fosters learners' motivation, ensures linguistic accuracy (Phuong & Huan, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Program Based on Cognitive Approach and Corrective Feedback in Developing High Institute of Engineering and Technology Students’ EFL Oracy performance, Technical Vocabulary Use and Reducing Their Communicative Apprehension

2023

دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق

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The current study aimed at developing the EFL High Institute of Engineering and Technology 1 st year students' oracy performance, technical vocabulary use and reducing their communicative apprehension using a program based on cognitive approach and corrective feedback. The current study adopted the mixed-method research design. A group of (20) first year fromHigh Institute of Engineering and Technology students, 10 th of Ramadan city, Sharkia Governorate in the academic year 2021/2022 were equally divided into an experimental group (n=10) and a control one (n=10). To achieve the aims of the study, the researcher designed checklist, pre/post Oracy Performance Test and a Rubric. The experimental group was taught by the use of cognitive approach and corrective feedback instruction whereas the control group

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

Cited by 5 publications

References 16 publications

Teachers’ and Students’ Perspectives to the Impact of Oral Corrective Feedback on Student’s Speaking Proficiency in English Speaking Classes

Teachers’ and Students’ Perspectives to the Impact of Oral Corrective Feedback on Student’s Speaking Proficiency in English Speaking Classes

Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms

The Effectiveness of a Program Based on Cognitive Approach and Corrective Feedback in Developing High Institute of Engineering and Technology Students’ EFL Oracy performance, Technical Vocabulary Use and Reducing Their Communicative Apprehension

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