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Thematische Bibliographien / Oral peer corrective feedback / Dissertationen

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Dissertationen zum Thema „Oral peer corrective feedback“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

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.

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Les eines tecnològiques han ampliat el ventall de possibilitats en l'ensenyament i l'aprenentatge de llengües i han generat moltes preguntes en professors i investigadors: quina és la millor manera d'integrar la tecnologia? Quins efectes té la tecnologia en l'aprenentatge? Quin és el paper de la correcció d'errors en ambients totalment virtuals? Aquesta investigació busca identificar els errors més comuns, les estratègies de correcció més freqüents i les reaccions dels alumnes a les correccions dels professors en ambients sincrònics. Aquest és un estudi de cas qualitatiu que fa servir mètodes

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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

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Knutsson, Malin, and 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.

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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish

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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.

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The purpose of this study was to investigate four Swedish upper secondary teachers' reasoning about their own corrective feedback strategies in oral EFL learning environments, and how their reasoning correlated to previous research in the subject.The research was carried out by using the qualitative method of interviewing aselection of teachers. Four teachers of English as a foreign language from one Swedish upper secondary school participated in semi-structured pair-interviews.The study found that the participating teachers’ perceptions and use of corrective feedback corresponds to a large ex

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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.

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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.

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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.

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Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.

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This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investi

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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.

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Research has focused on how the effects of different types of feedback vary as a function of the complexity of the linguistic targets and on the learning of inflectional features. However, few studies have investigated the learning of rule-based verb constructions. Grounded in the interactionist approach and usage-based theory, this study investigated the effects of corrective feedback on the acquisition of rule-based verb constructions among English-speaking learners of Chinese. Specifically, this study examined the effects of input-providing feedback and output-prompting feedback on the lear

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DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.

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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter.

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Ferm, Lange Camilla. "Corrective Feedback During Communicative Activities : A study of recasts as a feedback method to correct spoken English." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4562.

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<p>The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities.<strong> </strong>Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the m

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Fungula, Bob. "Oral Corrective Feedback in the Chinese EFL Classroom : Methods employed by teachers to give feedback to their students." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31151.

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This is an empirical study based on English as a foreign language (EFL) teachers' experiences. The study is on Chinese EFL teachers’ usage of different oral corrective feedback (OCF) types as well as their own beliefs as to what strategies they make use of most frequently and what they do to improve their own OCF. Semi-structured interviews and non-participant observations were employed as instruments for the data collecting process. Four Chinese EFL teachers were interviewed, one male and three female, with varied amounts of professional experience and of different ages. Four observations wer

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Takoff, Danielle. "Helping Each Other Along: An Investigation into How Language Learners Can Work Together to Increase Language Accuracy." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39109.

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This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are student

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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.

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Hadzic, Sanja. "Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55719.

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When teaching English as a foreign language (EFL), teachers use feedback in order to help students to improve their English skills. They can use both oral and written feedback to encourage students to make progress. Oral and written feedback play a significant role in second language acquisition, and this study could raise teachers' awareness of the different feedback strategies that can be employed in EFL classrooms. This could benefit their teaching performance and students’ learning. This study aims to examine the different types of oral and written feedback used in the EFL classroom, as we

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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.

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By exploring previous research, this systematic literature review aims to shed light on the effectiveness of oral corrective feedback practices by teachers to students on oral proficiency with the focus on recasts and prompts. This systematic literature review also intends to shed light on the effectiveness of recasts and prompts compared with each other. This study reports on the results of 13 experimental or quasi-experimental studies that measured the effectiveness of prompts and recasts on language acquisition and the effectiveness of prompts and recasts compared with each other. In those

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Perin, Anna <1982&gt. "Foreign Language Learners' Views on Corrective Feedback in Oral Production. An analysis of secondary school students' preferences." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4250.

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This study examines secondary school students' preferences for corrective feedback with reference to oral production activities in EFL (English as a Foreign Language) lessons. Framed in the debate on the role of direct instruction, research in the field of corrective feedback has grown considerably in recent years. However, the majority of studies were conducted in the context of second language acquisition and in most cases were based on quantitative methods. Aim of this quantitative-qualitative study is therefore to gain a deeper insight into FL learner's view of several aspects of error cor

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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/.

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A major challenge in second-language pedagogy and research is that of determining linguistic competence. Spontaneous oral production gives some indication of the state of a learner’s interlanguage, but the presence of non-target-like forms in such production confounds the analysis since the teacher or researcher cannot be certain whether such forms are random or systematic. Corrective feedback (CF) in oral production, usually in the form of recasts or elicitation, can thus appear arbitrary and inconsistent. This thesis investigates the effectiveness of delayed CF, in which representative sampl

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Qutub, Hassan. "Arab EFL teachers' degree of foreign accent : peer and self perceptions of accented speech and views of pronunciation corrective feedback." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730889.

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Battistella, Tarsila Rubin. "Um olhar sociocultural sobre o feedback corretivo oral na sala de aula de língua estrangeira." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3672.

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Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T17:40:26Z No. of bitstreams: 1 Tarsila Rubin Battistella.pdf: 1651260 bytes, checksum: 55c40c1fcee1f56ee7e51cc95b235b08 (MD5)<br>Made available in DSpace on 2015-05-26T17:40:26Z (GMT). No. of bitstreams: 1 Tarsila Rubin Battistella.pdf: 1651260 bytes, checksum: 55c40c1fcee1f56ee7e51cc95b235b08 (MD5) Previous issue date: 2015-03-23<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares<br>Esta tese discute o processo de ensino-ap

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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Pessôa, Aline Ribeiro. "Feedback corretivo na interação oral : uma pesquisa-ação colaborativa com duas professoras de língua inglesa." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7474.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-12-19T13:18:32Z No. of bitstreams: 1 Aline Ribeiro Pessôa_.pdf: 1289142 bytes, checksum: f4e7f7469fb96423567c077ffa03dbf5 (MD5)<br>Made available in DSpace on 2018-12-19T13:18:32Z (GMT). No. of bitstreams: 1 Aline Ribeiro Pessôa_.pdf: 1289142 bytes, checksum: f4e7f7469fb96423567c077ffa03dbf5 (MD5) Previous issue date: 2018-10-31<br>Nenhuma<br>O feedback corretivo oral, em uma perspectiva sociocultural, é entendido como um elemento central para professores de línguas estrangeiras ajudarem o aprendiz a alcançar a autorregulação. U

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Thiaw, Adji R. D. "Dimensions psychoaffective et didactique du feedback correctif à l'oral dans l'agir enseignant." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA075.

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A la croisée des chemins entre la didactique des langues étrangères et les sciences de l’éducation, cette thèse porte principalement sur la prise de décision située de l’enseignant face à la survenue de l’erreur à l’oral, ainsi que ses enjeux didactiques et psychoaffectifs. Elle vise à démontrer que la correction n’est pas émotionnellement neutre. Corriger ou ne pas corriger, la question s’attachera à la dimension socio-humaine de l’inter-agir maître- élève envisagé sous l’angle de la « face » goffmanienne. Entre désir pédagogique d’enrôler le public à la performance langagière et objectif did

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Danckwardt-Lillieström, Kerstin. "Muntlig formativ kamratbedömning som kommunikativ praktik : En designbaserad studie i det naturvetenskapliga klassrummet." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105686.

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In the school subject of the natural sciences it is imperative that the students are given opportunities to ”talk science”, since the dialogues that occur in the classroom have a significant importance for the students’ abilities to engage in meaning-making in their learning process. Hence, the student and teacher interaction in the classroom and the feedback given there play a significant role in the students’ learning process. The aim of this study is to contribute to the development of formative assessment tools that can mediate the students’ meaning-making in natural sciences subjects in u

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Kennedy, Sara. "Oral peer corrective feedback in an ESL classroom : training Francophone learners in the pronunciation of th-." Thesis, 2003. http://spectrum.library.concordia.ca/2145/1/MQ77634.pdf.

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How do ESL learners react to training in oral peer corrective feedback? This quasi-experimental study was an exploration of that question. Over 13 weeks, a treatment group of francophone ESL learners was first observed, then trained in oral peer corrective feedback (i.e. the provision of corrective feedback to one learner by another) on the pronunciation of th - in English. All group activities were audio-recorded. A control group of francophone ESL learners was also observed and recorded. Both groups were pretested and posttested for accuracy of their pronunciation of th -. Additionally, two

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Baptista, David Gaspar Maia. "Understanding and improving oral corrective feedback in primary FL classrooms in Portugal." Master's thesis, 2017. http://hdl.handle.net/10362/22121.

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The main axis of this study is the analysis of oral corrective feedback (OCF) procedures in the context of teaching English in primary school in Portugal. It presents a deeper understanding of OCF strategies and establishes links between these and their potential effectiveness. The study encompassed the audio recording, transcription and analysis of ten 45 minutes lessons at a private school in Lisbon, an online survey to primary teachers of English in Portugal, an interview with my co-operating teacher, a questionnaire to the learners involved in the research and a learning journal. As the st

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Yang, Duo-hua, and 楊灼華. "Oral Errors,Corrective feedback, and Learner Uptake in EFL Elementary School Classrooms." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13281054222567080706.

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碩士<br>國立屏東教育大學<br>英語學系<br>99<br>ABSTRACT The purpose of the present study is to investigate errors types, the patterns of error correction and the influence of corrective feedback on learner uptake in the EFL classroom context at the elementary level in Taiwan. In addition, the teachers and students’ preferences of corrective feedback were explored. Besides, students’ learning attitudes after responses to corrective feedback and the influence of anxiety on learner uptake are explored. The subjects of this study were three classes from Guong-Hua Elementary School in Kaoshiung City, Chiang-

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Hsieh, Cheng-Fang, and 謝正芳. "Effects of Oral Implicit Corrective Feedback Types on Taiwanese Elementary School Students' Pronunciation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57501630074974771809.

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碩士<br>國立臺灣師範大學<br>英語學系<br>99<br>With regard to research into implicit focus on form instruction, the present study examines and compares the effects of two implicit corrective feedback types (recasts and clarification requests) on the development of the phonological unit (the voiceless th sound) in child L2 learners of English in Taiwan. This study was a posttest-only control group research design that recruited thirty-six students from a communicative language teaching/learning context (The Affiliated Experimental Elementary School of National Chengchi University). Hence, these students had n

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Othman, WM. "The role of feedback in Malaysian ESL secondary school classrooms." Thesis, 2012. https://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf.

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This study examined the role of oral corrective feedback in the context of ESL (English as a second language) in one Malaysian state. Recent studies have provided empirical evidence to support a positive role for feedback in students’ second language development. However there has also been evidence that suggests that oral corrective feedback is used in only a limited way in the Malaysian context. In seeking to understand this limited use of oral corrective feedback, Malaysian teachers’ views were gained and their classroom teaching behaviours were investigated. The students’ views on oral co

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Hsu, Chia-Ning, and 許家寧. "Exploring Oral Communication Strategy and Oral performance and Learning Anxiety Using a Peer Feedback Application." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/m68s7y.

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"Beliefs and Practices: A Case Study on Oral Corrective Feedback in the Teaching Chinese as a Foreign Language (TCFL) Classroom." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.14961.

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abstract: This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actu

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Ramokgopa, Matome Derick. "Written and oral corrective feedback in the witten work of first-entering students at the university of Limpopo: perceptions of students and lecturers." Thesis, 2020. http://hdl.handle.net/10386/3405.

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Thesis (M.A. (English Studies)) -- University of Limpopo, 2020<br>This study explored the perceptions of students and lecturers with regard to written and oral corrective feedback in a first-level English course at the University of Limpopo. Specifically, the study was designed to establish the views of first entering students and lecturers around oral and written feedback. This study responds to widely-held views that students do not pay much attention to feedback, that even if feedback is provided, some do not know how use feedback systematically to improve their works, and that

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Taddarth, Assma. "The effects of teacher training on foreign language preservice teachers' beliefs : the case of oral corrective feedback." Thèse, 2016. http://hdl.handle.net/1866/19254.

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L'objectif de cette étude est de contribuer à explorer le changement dans les représentations des enseignants quant à la rétroaction corrective (RC), et ce, afin de mieux informer les programmes de formation des enseignants. Pour atteindre cet objectif, nous avons tenté d’apporter des éléments de réponse aux questions de recherche suivantes (1) quelles représentations relatives à la RC les futurs enseignants Algériens de français langue étrangère (FLE) détenaient-ils avant la formation, (2) comment ces représentations ont-elles changé après une formation sur la RC, (3) quels éléments de la for

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Chien, Ying-Chun, and 錢盈君. "A Case Study of a High School English Teacher’s Cognitions and Practices of Oral Corrective Feedback and Students’Perceptions." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/54392924404261934502.

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碩士<br>國立交通大學<br>英語教學研究所<br>104<br>Research related to oral corrective feedback (CF) in second language classrooms has been widely examined in the past decades, including what types of oral CF should be provided (e.g. Al-Faki, 2013; Tomczyk, 2013), when oral CF should be initiated (e.g. Gumbaridze, 2013), or how effective oral CF is on learners’ performance (e.g. Lyster & Izquierdo, 2009). However, limited research has been conducted to examine oral CF practices from teachers’ cognitive perspectives. A case-study approach was adopted to investigate a high school English teacher’s cognitions and

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Huang, Hsiang-I., and 黃湘怡. "THE EFFECTS OF PEER ORAL FEEDBACK ON EFL COLLEGE STUDENTS’ SPEAKING COMPETENCE: THREE COMMUNICATION MODES AND TWO FEEDBACK TYPES." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96239814509011661790.

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博士<br>國立高雄師範大學<br>英語學系<br>101<br>This study aimed to investigate the effects of peer oral feedback on non-English majors’ speaking competence across modes and feedback types. Three different modes and two feedback types were explored: face-to-face mode, web-based voice mode, and web-based video mode, accompanied with form-focused feedback and meaning-focused feedback. A quantitative research method was adopted, and a true experiment with the use of a survey, a pretest, and a posttest were conducted to measure the effects of the treatments and the participants’ perceptions and attitudes toward

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"Exploring language ideologies in action: An analysis of Spanish Heritage Language oral corrective feedback in the mixed classroom setting." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55469.

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abstract: This qualitative study follows an instructor and four Spanish Heritage Language (SHL) learners in an elementary-level, mixed Spanish course at a community college over the course of 11 class visits. In studying how language ideologies shape oral corrective feedback (oral CF) practices, data were collected through ethnographic observations (field notes, researcher memos), classroom audio recordings, and semi-structured interviews (student, teacher). Specifically, this study analyzes (1) language ideologies prevalent in the classroom context in relation to the conceptualization of erro

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Sukhram, Diana Patricia. "The effects of oral repeated reading with and without corrective feedback on the fluency and comprehension of narrative and expository text for struggling readers /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3314908.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.<br>Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1738. Adviser: Lisa Monda-Amaya. Includes bibliographical references (leaves 87-94) Available on microfilm from Pro Quest Information and Learning.

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