Relating Teachers Oral Corrective Feedback to Young Learners Uptake: A Case Study in a Young Learner Efl Classroom

Maolida, Elis Homsini

doi:10.25134/ieflj.v3i2.665

Cited by 4 publications

(5 citation statements)

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“…In general, the distribution of teachers' corrective feedback is fairly similar to the previous research in which recasts as input providing feedback were highly preferred followed by elicitation strategy as output prompting strategy (Lyster & Ranta, 1997;Maolida, 2013;Pandu, 2014;Taipale, 2012). Even so, the data show that teachers' strategy in providing corrective feedback can vary greatly among them.…”

Section: A Teachers' Corrective Feedback To Students' Oral Productionsupporting

confidence: 82%

“…It is not surprising that recast happens to be the most frequent strategy used by the teachers which comprises 51% of the total occurrences since it had been proven to be the most favored strategy to treat learners' errors (Hampl, 2011;Lyster & Ranta, 1997;Maolida, 2013;Pandu, 2014;Panova & Lyster, 2002;Sheen, 2004;Taipale, 2012). Recast is commonly considered as implicit feedback as it gives no explicit indication that the utterance is ill-formed, but its degree of implicitness may vary since recasts can occur in different forms (Lyster & Ranta, 1997).…”

Section: A Teachers' Corrective Feedback To Students' Oral Productionmentioning

confidence: 99%

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Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms

Fathimah¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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Corrective feedback which requires the appropriate strategies in treating learner errors during the classroom interaction is known to have a greater impact on younger learners than to the older ones. Regarding this issue, this research paper investigated teachers' strategies in providing corrective feedback along with students' perception of teachers' corrective feedback strategies in adolescents classroom which are still rarely examined. This research involved four teachers and twelve junior high school students in two EFL classrooms in an English course in Bandung. A case study was employed in this study by conducting classroom observation through field notes and audio-video recording as well as interviews to collect the data. Based on the research findings, it was revealed that the eight corrective feedback strategies were employed during the classroom interaction. However, only the input-providing strategies were applied consistently by all teachers while the distribution of output-prompting strategies was varied among the teachers. Among those strategies, teachers mostly preferred recasts to correct learner errors which accounted for 51% of the total occurrences. Besides, it was revealed that most students expected their errors to be corrected through the use of explicit correction and perceived corrective feedback as a beneficial contribution to their language learning.

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Section: A Teachers' Corrective Feedback To Students' Oral Productionsupporting

confidence: 82%

Section: A Teachers' Corrective Feedback To Students' Oral Productionmentioning

confidence: 99%

Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms

Fathimah¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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“…Often the first has been found to be the most popular but least effective, because students do not recognise the reformulation as being different from what they said (Russell, 2009). Maolida (2017) is an example of a recent study on such types of YL corrective feedback and their effectiveness. Like many such studies, it focuses purely on negative corrective feedback (CF), not the other types, disregards sources of feedback other than a teacher, is not set in KSA (but Indonesia in fact), and targets a slightly higher age group (9 rather than 6).…”

Section: Child: I Bought Itmentioning

confidence: 99%

Feedback in the Very Young Learner EFL Classroom: A Review Study

Alghannam

2024

WJEL

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This review article contributes to addressing an urgent issue in today's globalised world. English has become the world lingua franca and many countries are seeking to equip their workforce with English competence so as to engage fully in international social, economic and academic fora. This often entails lowering the age at which children start to learn English in school, which places a heavy responsibility on the educational system in countries, such as Saudi Arabia, where English is a foreign language, i.e., not widely used in day-to-day life in the country outside the English classroom. Yet many aspects of teaching young learners a foreign language at age six onwards have not been extensively investigated. One of these is the key issue of how the teacher should best give feedback to children of that age. Feedback is widely regarded as the key to learning, but not all its types are necessarily effective. Furthermore, most research has been on older children and adults. The present study therefore uses the method of qualitative systematic literature review to assemble and analyse existing research and theory with the aim to extract guidelines for feedback by teachers in foreign language classrooms with very young learners. It is found that attention should be given not only to negative, corrective feedback on the language used, which is often the focus of teacher attention. A case is made for the place and value of positive feedback and feedback of communicative and emotional types. Even in corrective feedback it is often better to use partial rather than total correction, so as to give the child space to self-correct.

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“…A non-native English student often produces errors in using the target language. According to (Maolida, 2009), corrective feedback from teachers is essential for young learners' interlanguage development. She does, however, emphasize the importance of teachers providing clear corrective feedback in order to facilitate students' knowledge of proper target language usage.…”

Section: Introductionmentioning

confidence: 99%

How Oral Corrective Feedback Is Perceived by Efl Bilingual Elementary School Teacher

Dewi,

Nurdiya,

Sukandar

et al. 2023

EEAL

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Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher

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Relating Teachers Oral Corrective Feedback to Young Learners Uptake: A Case Study in a Young Learner Efl Classroom

Cited by 4 publications

References 0 publications

Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms

Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms

Feedback in the Very Young Learner EFL Classroom: A Review Study

How Oral Corrective Feedback Is Perceived by Efl Bilingual Elementary School Teacher

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