Auswahl der wissenschaftlichen Literatur zum Thema „Effectiveness of oral corrective feedback“
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Zeitschriftenartikel zum Thema "Effectiveness of oral corrective feedback":
Sa'adah, Lailatus. „Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate“. JSSH (Jurnal Sains Sosial dan Humaniora) 2, Nr. 2 (08.03.2019): 251. http://dx.doi.org/10.30595/jssh.v2i2.2953.
Martínez, Juan De Dios. „An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback“. Colombian Applied Linguistics Journal 15, Nr. 2 (21.01.2014): 265. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a08.
Lyster, Roy, und Kazuya Saito. „ORAL FEEDBACK IN CLASSROOM SLA“. Studies in Second Language Acquisition 32, Nr. 2 (23.04.2010): 265–302. http://dx.doi.org/10.1017/s0272263109990520.
Lyster, Roy, Kazuya Saito und Masatoshi Sato. „Oral corrective feedback in second language classrooms“. Language Teaching 46, Nr. 1 (28.11.2012): 1–40. http://dx.doi.org/10.1017/s0261444812000365.
Iizuka, Takehiro, und Kimi Nakatsukasa. „Implicit and explicit corrective feedback and feedback exposure conditions“. Instructed Second Language Acquisition 4, Nr. 1 (01.04.2020): 3–48. http://dx.doi.org/10.1558/isla.38113.
Zhang, Junling. „A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes“. Studies in English Language Teaching 8, Nr. 3 (14.08.2020): p127. http://dx.doi.org/10.22158/selt.v8n3p127.
Lemak, Alina, und Antonella Valeo. „Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context“. TESL Canada Journal 37, Nr. 2 (02.12.2020): 23–50. http://dx.doi.org/10.18806/tesl.v37i2.1334.
Sheen, Younghee. „DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM“. Studies in Second Language Acquisition 32, Nr. 2 (23.04.2010): 203–34. http://dx.doi.org/10.1017/s0272263109990507.
Alzeebaree, Yaseen, Hussein Ali Ahmed und Idrees Ali Hasan. „Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices“. International Journal of English Linguistics 8, Nr. 6 (29.07.2018): 115. http://dx.doi.org/10.5539/ijel.v8n6p115.
Naeimi, Amin, Mahnaz Saeidi und Biook Behnam. „Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention“. Education Research International 2018 (2018): 1–11. http://dx.doi.org/10.1155/2018/2579421.
Dissertationen zum Thema "Effectiveness of oral corrective feedback":
McLeod, Kristen. „Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction“. Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.
Czaholi, Attila. „The effectiveness of oral corrective feedback in experimental and quasi-experimental studies : A systematic literature review“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875.
Hunter, James Duncan. „A multi-method investigation of the effectiveness and utility of delayed corrective feedback in second-language oral production“. Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3284/.
Knutsson, Malin, und Sandra Köster. „Oral Corrective Feedback in Swedish Primary Schools“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.
Westerberg, Josefine. „Corrective Feedback in Oral EFL Learning Environments : A Study on Swedish Teachers’ Awareness of Corrective Feedback Strategies and Effects“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35511.
Lin, Chien-Fang. „Promoting oral fluency for English learners using differentiated corrective feedback“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
Lee, Eun Jeong. „THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.
Abukhadrah, Qutaiba A. „Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study“. Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.
Qiao, Zhengwei. „Oral corrective feedback and the acquisition of Chinese rule-based verb constructions“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1730.
Pineda, Hoyos Jorge Eduardo. „Oral language accuracy, corrective feedback and learner uptake in an online EFL course“. Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/668851.
Las herramientas tecnológicas han ampliado el abanico de posibilidades en la enseñanza y el aprendizaje de lenguas y han generado muchas preguntas en profesores e investigadores: ¿cuál es la mejor manera de integrar la tecnología?, ¿qué efectos tiene la tecnología en el aprendizaje?, ¿cuál es el rol de la corrección de errores en ambientes totalmente virtuales? Esta investigación busca identificar los errores más comunes, las estrategias de corrección más frecuentes y las reacciones de los aprendices a las correcciones de los profesores en ambientes sincrónicos. Este es un estudio de caso cualitativo que usa métodos mixtos y el análisis del discurso mediado por computador para analizar la información. Los resultados de la investigación muestran que los estudiantes producen errores a velocidades similares, el profesor tiende a proveer la corrección explícita de los errores y los estudiantes tienden a repetir la corrección del profesor.
The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction.
Bücher zum Thema "Effectiveness of oral corrective feedback":
Profozic, Nadia Mifka. Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning: A Classroom Study. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.
Profozic, Nadia Mifka. Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning: A Classroom Study. Lang Publishing, Incorporated, Peter, 2013.
Profozic, Nadia Mifka. Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning: A Classroom Study. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.
Buchteile zum Thema "Effectiveness of oral corrective feedback":
Nguyen, Huong Thi. „Oral corrective feedback“. In Research Ethics in Second Language Education, 28–44. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.
Sheen, Younghee. „Oral Corrective Feedback Research“. In Corrective Feedback, Individual Differences and Second Language Learning, 53–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_4.
Sheen, Younghee. „Comparing Oral and Written Corrective Feedback“. In Corrective Feedback, Individual Differences and Second Language Learning, 113–27. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0548-7_6.
Lyster, Roy. „The Relative Effectiveness of Corrective Feedback in Classroom Interaction“. In The Handbook of Classroom Discourse and Interaction, 213–28. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.ch13.
Pawlak, Mirosław. „Investigating Learner Engagement with Oral Corrective Feedback: Aims, Methodology, Outcomes“. In Awareness in Action, 69–84. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_5.
Gao, Xiaoping. „Oral corrective feedback on Mandarin pronunciation in live online classes“. In Frontiers of L2 Chinese Language Education, 90–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169895-6.
Granena, Gisela, und Yucel Yilmaz. „Language Aptitude Profiles and the Effectiveness of Implicit and Explicit Corrective Feedback“. In The Routledge Handbook of Second Language Research in Classroom Learning, 438–51. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-30.
Valezy, Jane Russell, und Nina Spada. „4. The effectiveness of corrective feedback for the acquisition of L2 grammar“. In Synthesizing Research on Language Learning and Teaching, 133–64. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.13.09val.
Li, Shaofeng. „Chapter 2. Data collection in the research on the effectiveness of corrective feedback“. In Language Learning & Language Teaching, 33–62. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.51.03li.
Zouaidi, Cirine, und Tarek Hermessi. „The Role of Intrinsic Motivation and Oral Corrective Feedback in the EFL Classroom“. In English Language Teaching Research in the Middle East and North Africa, 431–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_20.
Konferenzberichte zum Thema "Effectiveness of oral corrective feedback":
Fathimah, Nida Mujahidah. „Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms“. In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.029.
Mufidah, Zahratul maujudatul. „The Impact of Oral Corrective Feedback On the Level of Language Anxiety“. In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.48.
Zheng, Lujie. „The Effectiveness of Different Corrective Feedback on College English Learners’ Acquisition of Subjunctive Mood“. In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.239.
Aini, Raisah, und Jufrizal. „EFL Teachers’ Beliefs About Oral Corrective Feedback on Students’ Speaking Performance at SMA N 1 Padang“. In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.016.
Kataoka, Yuka, Achmad Husni Thamrin, Jun Murai und Kotaro Kataoka. „Employing Automatic Speech Recognition for Quantitative Oral Corrective Feedback in Japanese Second or Foreign Language Education“. In ICETC 2019: 2019 11th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369255.3369285.
Rouser, Kurt P. „Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses“. In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.
Ja´nosine´ Bi´ro´, A´gnes, Sa´ndor Ra´tkai, Ma´rton Osztheimer, Katalin Baumann-ne´ Tanits und Sa´ndor Baranya. „Development of Component Specific Ageing Management Programmes for Mechanical Components at the NPP Paks“. In ASME 2009 Pressure Vessels and Piping Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/pvp2009-77504.