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Thematische Bibliographien / Oral peer corrective feedback / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Oral peer corrective feedback“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Amjad, Hina, Rabiah Mohyuddin, and Ayesha Sultan. "Understanding Undergraduate Students’ Perceptions of Feedback: Implications for Practice." Journal of Social & Organizational Matters 4, no. 1 (2025): 541–51. https://doi.org/10.56976/jsom.v4i1.257.

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The objective of this study is to examine how undergraduate students perceive different types of feedback, such as oral, written, peer, corrective, and timely feedback. The study used a questionnaire with 345 students from three government universities in Multan. Data were analyzed using SPSS. Results indicated that oral, peer, and corrective feedback were more effective than written feedback. This study employed descriptive statistics (mean, variance, standard deviation) and inferential statistics (Chi-square, ANOVA, correlation). The Chi-square test results showed an association between gend

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Sa'adah, Lailatus, Joko Nurkamto, and Suparno Suparno. "Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate." Studies in English Language and Education 5, no. 2 (2018): 240–52. http://dx.doi.org/10.24815/siele.v5i2.11532.

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This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist

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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, no. 2 (2019): 251. http://dx.doi.org/10.30595/jssh.v2i2.2953.

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Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom s

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Bryfonski, Lara, and Cristina Sanz. "Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach." Annual Review of Applied Linguistics 38 (September 2018): 1–32. http://dx.doi.org/10.1017/s0267190518000016.

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ABSTRACTThe provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N= 19) recorded group conversations with native speakers (N= 10) at

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Lyster, Roy, Kazuya Saito, and Masatoshi Sato. "Oral corrective feedback in second language classrooms." Language Teaching 46, no. 1 (2012): 1–40. http://dx.doi.org/10.1017/s0261444812000365.

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This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate t

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Yakışık, Burçak Yılmaz. "EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences?" IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 1 (2021): 103. http://dx.doi.org/10.21093/ijeltal.v6i1.889.

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Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than

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Sippel, Lieselotte, and Carrie N. Jackson. "Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom." Foreign Language Annals 48, no. 4 (2015): 688–705. http://dx.doi.org/10.1111/flan.12164.

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Duklim, Bunyarat. "Students’ Preferences Regarding the Techniques of Oral Corrective Feedback in a Tertiary Institution." International Journal of Learning, Teaching and Educational Research 22, no. 1 (2023): 393–405. http://dx.doi.org/10.26803/ijlter.22.1.22.

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Oral corrective feedback (OCF) is an important topic for English as a second/foreign language (ESL/EFL) teachers involved in foreign language acquisition. Several studies have been conducted on OCF in learning and teaching English. Although there are extensive published studies on OCF in Thailand, to the best of my knowledge, little research has been conducted on the sources of OCF in tertiary institutions in southern Thailand. The current study bridges this research gap by investigating students’ preferences regarding the sources of error of OCF at a Thai university in the southern province o

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Fitriana, Rinda. "Students' Attitude toward Correction." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (2017): 177. http://dx.doi.org/10.24903/sj.v2i2.107.

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Students’ attitudes influence their decision to whether or not accept the teachers’ feedback. Therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachers’ correction on their oral production. From both instruments, it is found that the students preferred the teachers as the correctors, although, they did not mind for peer correction. They also expected the teachers to give correction at every time they did error and for all ty

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Havranek, Gertraud, and Hermann Cesnik. "Factors affecting the success of corrective feedback." EUROSLA Yearbook 1 (January 1, 2001): 99–122. http://dx.doi.org/10.1075/eurosla.1.10hav.

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The findings from a comprehensive study on oral corrective feedback show that the success of such feedback as measured in a subsequent test is affected by its format, the type of error corrected, and certain learner characteristics. The most successful format of correction, both for the learners receiving the feedback and for their peers, is feedback successfully eliciting self-correction in practice situations. Among the least successful formats for both groups are recasts without further comments or repetition by the corrected learner. The type of error corrected most successfully differs fo

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Wiboolyasarin, Watcharapol, Phornrat Tiranant, Teavakorn Khumsat, et al. "Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?" Journal of Language and Education 9, no. 1 (2023): 173–85. http://dx.doi.org/10.17323/jle.2023.16141.

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Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), a

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Freschi, Ana, and Suzi Cavalari. "Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning." TESL Canada Journal 37, no. 2 (2020): 154–80. http://dx.doi.org/10.18806/tesl.v37i2.1335.

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Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach,

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Rahayu, Dwi, and Eka Margianti Sagimin. "Reinventing Corrective Feedback Strategies In A Higher Education Academic Writing Synchronous Course." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 10, no. 2 (2024): 2342–55. http://dx.doi.org/10.30605/onoma.v10i2.3384.

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Corrective feedback (CF) for academic writing is essential to improve writing skills. This study discovers how CF strategies are reinvented in an academic writing synchronous course. Therefore, within the framework of sociocultural and humanistic approaches in education, 71 students from two non-quasi classes in a university contributed by sharing their points of view for the CF they received. Class observations and surveys were conducted to gather data on how the CF was given and how the students perceived it. The main findings indicate that the CF was choral to the class, explicit, unfocused

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Agustina, Imas Wahyu. "Guided Peer Review to Improve Students’ Essay Writing Competence: A Classroom Action Research." Stairs 1, no. 1 (2020): 21–27. http://dx.doi.org/10.21009/stairs.1.1.3.

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Feedback in oral as well as written form from both teachers and peers is commonly practiced in language learning at all levels. However, there are a limited number of researches referring to the effect of peer feedback on essay writing competence. Peer feedback can promote independent learning, yet, it may raise questions on its reliability. This study tries to reveal whether guided peer review gives any significant improvement on young adults' essay writing performance on their achievement test. Eight students of the One Year English Program at LIA Pramuka were involved in several sessions of

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Agustina, Imas Wahyu. "Guided Peer Review to Improve Students’ Essay Writing Competence: A Classroom Action Research." Stairs 1, no. 1 (2020): 21–27. http://dx.doi.org/10.21009/10.21009/stairs.1.1.3.

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Feedback in oral as well as written form from both teachers and peers is commonly practiced in language learning at all levels. However, there are a limited number of researches referring to the effect of peer feedback on essay writing competence. Peer feedback can promote independent learning, yet, it may raise questions on its reliability. This study tries to reveal whether guided peer review gives any significant improvement on young adults' essay writing performance on their achievement test. Eight students of the One Year English Program at LIA Pramuka were involved in several sessions of

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Chen, Jiexin. "Sketching the landscape of corrective feedback by bibliometric analysis and structural topic modeling." Journal of Language Teaching 3, no. 10 (2023): 51–67. http://dx.doi.org/10.54475/jlt.2023.029.

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Corrective feedback (CF) has been playing an important role in language teaching. Even though previous reviews focused on written or oral corrective feedback, little attention has been drawn to provide a panoramic review of the whole CF field. This study aims to sketch the landscape of CF research over the past two decades (2000-2022) and identify latent topics of the CF field. A total of 1106 CF-related articles were analyzed using bibliometric analysis and structural topic modeling. The most influential journals, references, countries, and authors in CF were identified by bibliometric analys

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Colombo, Laura, Elisabeth Rodas, and Guadalupe Alvarez. "Taking a closer look together." Learning and Teaching 17, no. 2 (2024): 27–46. http://dx.doi.org/10.3167/latiss.2024.170203.

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Abstract Peer response writing groups support faculty in their development as scholarly writers around the globe. Nevertheless, little is known about feedback provision inside these groups. This work analyses written and oral comments in a faculty writing group to determine how feedback progressed as meetings developed. Results indicate that participants shifted from mainly correcting or giving directions to eliciting clarification, confirmation or information. Similarly, orally retaken comments (oral comments that referred to previous written comments) changed from discussing linguistic accur

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Parga Herrera, Fernando. "Cooperative Structures of Interaction in a Public School EFL Classroom in Bogotá." Colombian Applied Linguistics Journal 13, no. 1 (2011): 20. http://dx.doi.org/10.14483/22487085.2929.

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In deprived socio cultural contexts like those characterizing the suburbs of Bogotá, cooperative learning (CL) appears as an alternativeto cope with student problems of interpersonal communication and conflict derived largely from gossiping, information distortion, and verbal aggressiveness that result in an inappropriate learning environment. As a result of implementing this action research study with 8th graders in a public school of Usme, in the south east of Bogotá, students’ original negative influence over their peers turned into positive mediation, featured by peer monitoring, peer corr

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Kirchhoff, Natalie, and Raúl Dávila-Romero. "The effect of input modality on German as a FL learners’ provision of recasts in oral peer interactions." Indonesian Journal of Applied Linguistics 12, no. 2 (2022): 448–65. http://dx.doi.org/10.17509/ijal.v12i2.37238.

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Interaction between learners is proven to be beneficial for second and foreign language acquisition. This article reports on a quasi-experimental study conducted in a German as a foreign language (GFL) classroom in a university in Spain. The study explored the effect of input modality on the provision of recasts in oral peer interactions. Two intact classes of GFL, one with 12 and the other with 16 learners, participated in six oral interaction tasks. The researchers divided the two classes into two groups: one group was only exposed to aural and visual input, while the other also received wri

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Subedi, Kusum Raj, and Suprabha Subedi. "Students’ perceptions on teachers’ feedback." Shaheed Smriti Journal 11, no. 8 (2022): 1–19. https://doi.org/10.3126/shaheedsmriti.v11i8.76654.

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Feedback is prescribed information given to the targeted learner about the learner's performance relative to learning goals or outcomes. It should aim to (and be capable of producing) improvement in students' learning. Similarly, it redirects or refocuses the learner's actions to achieve a goal, by aligning effort and activity with an outcome. The purpose of this study is to describe ‘Students’ Perceptions on Teachers’ Feedback’ on Homework’ aimed at analyzing students’ perceptions towards their teachers’ written and oral feedbacks and exploring the feedback techniques used by teachers in clas

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Bourgoin, Renée, and Josée Le Bouthillier. "Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion." Canadian Journal of Applied Linguistics 24, no. 2 (2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.

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Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementatio

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Alhaysony, Maha. "An Investigation of Native and Non-Native English-Speaking Teachers' Cognitions about Oral Corrective Feedback." International Journal of Linguistics 8, no. 6 (2016): 1. http://dx.doi.org/10.5296/ijl.v8i6.10225.

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The present study sought to compare and contrast the perception of native and non-native speakers and experienced and less experienced teachers about CF and to examine controversial issues, such as frequency of CF, timing of CF, types of oral errors that should be corrected, its methods, and the person who should do the correcting. Ninety-nine English language teachers teaching in the preparatory year at Ha’il University participated in the study completed a questionnaire and involved in a semi structured interview. The findings showed that teachers in general have a strong positive perception

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Thuy Dung, Nguyen Thi. "APPLYING ERROR CORRECTION TECHNIQUES FOR STUDENTS AT TAN TRAO UNIVERSITY IN ENGLISH-SPEAKING LESSONS." International Journal of Education Humanities and Social Science 07, no. 04 (2024): 303–15. http://dx.doi.org/10.54922/ijehss.2024.0769.

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The effective application of error correction techniques is vital in enhancing the development of English speaking skills among students. This study examines the strategic and judicious use of various error correction methods during English speaking lessons. The research highlights the importance of establishing a supportive and non-threatening classroom environment that encourages students to actively participate and take risks in their oral communication. It emphasizes the need for a balanced and nuanced approach to error correction, recognizing the delicate balance between providing timely

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Young, Sarah. "The Impact of Literacy on Question-Oriented Usage Events in the ESL Classroom: A Case Study." LESLLA Symposium Proceedings 9, no. 1 (2015): 274–97. https://doi.org/10.5281/zenodo.8022598.

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Research on English question development in second language acquisition has primarily been conducted in laboratory settings using oral tasks designed to elicit question forms, with findings often associated with the effects of corrective feedback and focus on form (Mackey, 1999; Spada & Lightbown, 1999), task complexity (Kim, 2012), and syntactic priming (McDonough & De Vleeschauwer, 2012). Findings from these studies are limited by the separation of the learners’ question production from authentic experiences in an L2 classroom context where written input, teacher talk, and peer

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García-Ponce, Edgar Emmanuell, and Irasema Mora-Pablo. "Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions." GiST Education and Learning Research Journal, no. 15 (January 23, 2018): 125–48. http://dx.doi.org/10.26817/16925777.393.

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Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners’ interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the ef

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O'Brien, Teresa. "Writing in a foreign language: teaching and learning." Language Teaching 37, no. 1 (2004): 1–28. http://dx.doi.org/10.1017/s0261444804002113.

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This article is organised in five parts. The introduction defines the area covered and gives the rationale for a focus on FL writing research particularly in classroom contexts. The second section gives an overview of cognitive and social theoretical frameworks, noting that these have mainly been developed for L1 writing, and drawing attention to recent attempts to build models for FL writing. The third part covers research on process-based instruction, on teacher and peer feedback and on grammar correction. Part four deals with the growing use of computers in the teaching and learning of FL w

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Li, Shaofeng. "Oral corrective feedback." ELT Journal 68, no. 2 (2013): 196–98. http://dx.doi.org/10.1093/elt/cct076.

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Mulyani, Sri, Nurfajri Ningsih, and Nurul Insiqamah Setyaningrum. "STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS." ETERNAL (English, Teaching, Learning, and Research Journal) 8, no. 1 (2022): 174–83. http://dx.doi.org/10.24252/eternal.v81.2022.a12.

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This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a he

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Tarigan, Karisma Erikson, Margaret Stevani, Fiber Yun Almanda Ginting, Meikardo Samuel Prayuda, Dyan Wulan Sari, and Bogor Lumbanraja. "Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill." World Journal of English Language 13, no. 6 (2023): 140. http://dx.doi.org/10.5430/wjel.v13n6p140.

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This research was to investigate Indonesian teachers’ beliefs about the application of oral corrective feedback in Indonesian students’ EFL classrooms. It was limited to oral corrective feedback given for lexical, phonological, and syntactical errors in English conversation class. The participants of this research were 36 English teachers and 65 Indonesian students of English as a foreign language. This research utilized both qualitative and quantitative approaches, including the use of a close-ended questionnaire, semi-structured interview, and audio-recording to find the effectiveness of ora

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Vazifeshenas, Maryam. "An Investigation into the Effect of Written Corrective Feedback on the Performance of Intermediate Writers of English." Action Research Journal Indonesia (ARJI) 7, no. 2 (2025): 483–500. https://doi.org/10.61227/arji.v7i2.373.

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In the last three decades, several researchers have investigated the effects of corrective feedback on language learners’ oral and writing performance. The mixed results of the empirical studies conducted by scholars throughout the world calls for more investigations to uncover the unknown aspects of corrective feedback. The present study attempted to disclose the benefits of written corrective feedback by comparing its effects with those of the oral corrective feedback. The present study focused on different writing components which are content, organization, language use, vocabulary, and mec

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Budiharso, Teguh. "Peer Review and Corrective Feedback to Improve the Quality of Students’ Article Writing." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 1 (2022): 245. https://doi.org/10.21093/ijeltal.v7i1.1437.

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The purpose of this study was to analyze the effect of peer review and corrective feedback on the quality of scientific article writing of the students, either partially or simultaneously. The research design was a correlation. The research sample was 85 English education students at Mulawarman Samarinda. The process of collecting data was a survey method with the help of google forms. Data analysis was operated using SPSS application. Results show the following. First, there is a significant effect of peer review on the quality of student scientific writing with an R2 of 0.392. Peer review co

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Ananda, Dea Rizky, Emma Rosana Febriyanti, Moh Yamin, and Fatchul Mu’in. "Students’ Preferences toward Oral Corrective Feedback in Speaking Class at English Department of Lambung Mangkurat University Academic Year 2015/2016." Theory and Practice in Language Studies 7, no. 3 (2017): 176. http://dx.doi.org/10.17507/tpls.0703.03.

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The aims of this research are to find out kinds of oral error corrective feedback which students prefer, to find out how oral error corrective feedback should be given which students prefer, and to find out when oral error corrective feedback should be given which students prefer. This research uses qualitative approach and the subjects of this research are 76 students of English Department of Lambung Mangkurat University in batch 2015 who are taking Speaking I course. By using total sampling technique, the subjects are given questionnaire to conduct the data. Then, the data will be analyzed a

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Al Dakheil, Raghad Mohammad Majed, and M. Faiz Al Arif. "STUDENT PREFERENCES IN CORRECTIVE FEEDBACK: JORDANIAN EFL PERSPECTIVE." Abjadia : International Journal of Education 9, no. 3 (2024): 767–78. https://doi.org/10.18860/abj.v9i3.28697.

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This study investigated Jordanian EFL students' preferences regarding oral and written corrective feedback. The study sample consisted of (368) EFL students from the 8th, 9th, and 10th grades that were chosen conveniently from the public schools in Bani Obeid Directorate of Education. The study employed the descriptive analytical design using a questionnaire. The results of the study showed that Jordanian EFL students showed a moderate agreement regarding the effectiveness of oral and written corrective feedback. In the result for the students’ preferences regarding oral corrective feedback, E

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Gómez Argüelles, Lizbeth, Edith Hernández Méndez, and Moisés D. Perales Escudero. "EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study." Profile: Issues in Teachers´ Professional Development 21, no. 1 (2019): 107–20. http://dx.doi.org/10.15446/profile.v21n1.69508.

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This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings

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Alsolami, Radiah. "Effect of Oral Corrective Feedback on Language Skills." Theory and Practice in Language Studies 9, no. 6 (2019): 672. http://dx.doi.org/10.17507/tpls.0906.09.

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Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teac

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Wang, Shuang. "Factors Affecting Learners’ Attitudes to Peer Feedback from the Perspective of Activity Theory -- A Case Study of Non-corrective Feedback in Translation Teaching." Journal of Education, Humanities and Social Sciences 15 (June 13, 2023): 314–22. http://dx.doi.org/10.54097/ehss.v15i.9317.

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In the field of second language teaching, many studies have confirmed the effectiveness of peer feedback in promoting learning. However, the practical effect is also influenced by learners’ attitudes. The existing research conclusions in this regard are not consistent, and there are few studies on the factors that influence learners’ attitudes from the learners’ perspective. To fill the research gap, this paper focuses on non-corrective feedback in translation teaching with a feedback model of translating based on Activity Theory to investigate learners’ attitudes towards peer feedback and to

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Rilda, Aniza. "An Analysis of Lecturers’ Oral Corrective Feedback on EFL Students’ Speaking Performance at One Public University in Jambi." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 3098–112. https://doi.org/10.24256/ideas.v12i2.5560.

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Corrective feedback is used as a basis for improvement. Giving corrective feedback plays an important role to encourage students to improve their speaking skills and make them aware of their speaking error. Thus, this qualitative study applied case study approach to explore the types of oral corrective feedback used by lecturers in correcting students’ speaking error in Oracy Class at One Public University in Jambi and their reasons for choosing certain types of oral corrective feedback. The participants of this research were three lecturers who teach Oracy Class. The data were collected throu

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Lasti'ah, Lasti'ah. "Modified Peer Written Corrective Feedback on Dialogue Drafting of Twelfth Graders: Focusing on Linguistic Features." New Language Dimensions 2, no. 2 (2021): 60–69. http://dx.doi.org/10.26740/j.v2n2.p60-69.

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Writing skill is regarded as troublesome for students, leading to errors occurring in the students’ writing. Thus, this paper aims to explore the linguistic feature errors in students' writing and how those errors can be minimized by modified peer-written corrective feedback. This study employed a qualitative method with Classroom Action Research (CAR) design through content analysis. The data was collected from vocational high school students’ composition of the dialogue draft on the ‘offering help’ theme. The results reveal that apart from their level of proficiency, students make errors mor

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Lasti'ah, Lasti'ah. "Modified Peer Written Corrective Feedback on Dialogue Drafting of Twelfth Graders: Focusing on Linguistic Features." New Language Dimensions 2, no. 2 (2021): 60–69. http://dx.doi.org/10.26740/nld.v2n2.p60-69.

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Writing skill is regarded as troublesome for students, leading to errors occurring in the students’ writing. Thus, this paper aims to explore the linguistic feature errors in students' writing and how those errors can be minimized by modified peer-written corrective feedback. This study employed a qualitative method with Classroom Action Research (CAR) design through content analysis. The data was collected from vocational high school students’ composition of the dialogue draft on the ‘offering help’ theme. The results reveal that apart from their level of proficiency, students make errors mor

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Martínez, Juan De Dios. "An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback." Colombian Applied Linguistics Journal 15, no. 2 (2014): 265. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a08.

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This research study draws on research in SLA and language pedagogy and hopes to throw some light on the pedagogical effectiveness of the oral feedback process in L2 classrooms by focusing exclusively on the potential affective damage that teachers´ oral corrective feedback can cause among learners in classroom settings. The paper describes a study in which we investigated how EFL learners actually perceive or rather emotionally respond to the oral feedback process. This paper aims to investigate to what extent the way teachers provide oral corrective feedback is somehow associated with learner

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Tineo, Patricia. "Aprendizaje significativo a través de la producción de textos de secuencia argumentativa y narrativa en Administración Hotelera / Meaningful learning through producing argumentative and narrative texts in Hospitality Management." Cuaderno de Pedagogia Universitaria 11, no. 21 (2015): 68–74. http://dx.doi.org/10.29197/cpu.v11i21.203.

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Resumen Este proyecto de investigación-acción se llevó a cabo en el semestre 1-2013-2014 y representa el inicio de la integración de estrategias de alfabetización académica en la carrera de Administración Hotelera. Con su sistematización, se facilita a los alumnos el dominio de los procesos operativos propios de la recepción de un hotel, y se refuerzan las estrategias metacognitivas para el uso del léxico adecuado en esta sección de la industria de la hospitalidad. Durante el proceso, los estudiantes se agruparon heterogéneamente y, en trabajo colaborativo, investigaron sobre un tema, relacion

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Maulida, Windy Jilan, and Theresia Arianti. "Teachers' Use Of Oral Corrective Feedback During Grammar Classes At SMPN 189." Foremost Journal 5, no. 2 (2024): 104–11. http://dx.doi.org/10.33592/foremost.v5i2.3693.

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Feedback given by the teachers are constantly required for their students to grow and learn. Oral corrective feedback is an essential part of the language development process. The aims of this study are to discover what types of errors that English teachers prefer to provide feedback on, to find out what type of oral corrective feedback is mostly used in the classroom, and to find out teacher's reason of preferred type of oral corrective feedback that is used in the classroom. This study helped the students be aware of their errors during reading classes and helped the teacher discover the app

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AlGhafri, Mahmood, Chahrazed Mirza, and Cécile Gabarre. "Students Attitudes Towards Oral Corrective Feedback: A Case Study from Oman." Arab World English Journal 14, no. 3 (2023): 406–17. http://dx.doi.org/10.24093/awej/vol14no3.26.

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Understanding students’ attitudes toward oral corrective feedback is pivotal. This case study explored English Language Omani students’ attitudes toward teachers’ oral corrective feedback strategies to check the congruence between teachers’ and students’ preferences. We raised the following questions: What types of oral corrective feedback are used by teachers and preferred by students? Observational data were collected from two Omani English teachers to discern the types and frequencies of Oral Corrective Feedback utilized. Additionally, semi-structured interviews with six students were condu

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Muslem, Asnawi, T. Zulfikar, Inas Astilla, Hendra Heriansyah, and Saiful Marhaban. "Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students." International Journal of Language Education 5, no. 4 (2021): 244. http://dx.doi.org/10.26858/ijole.v5i4.19010.

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The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the

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Rochma, Anis Firdatul. "Corrective oral feedback on students’ errors in speaking courses." Journal of English Language Teaching and Learning (JETLE) 4, no. 2 (2023): 125–35. http://dx.doi.org/10.18860/jetle.v4i2.20442.

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It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feed

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Qureshi, Huda Hameed, Sobia Mohani Khalil, and Zaib un Nisa. "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices." Global Language Review VIII, no. I (2023): 194–203. http://dx.doi.org/10.31703/10.31703/glr.2023(viii-i).19.

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This study conducts a critical discourse analysis of verbal feedback patterns used by teachers in English as a Second Language (ESL) classrooms. The research focuses on four types of feedback: explicit corrective feedback, implicit corrective feedback, clarification-based feedback, and interactive feedback. The study finds that explicit corrective feedback, where teachers directly point out errors, is critical for students who may struggle with error recognition. Implicit corrective feedback and clarification-based feedback, on the other hand, guide students towards self-correction, fostering

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Falah Alzubi, Ali Abbas, Mohd Nazim, and Khaled Nasser Ali Al-Mwzaiji. "Learning Through Correction: Oral Corrective Feedback in Online EFL Interactions." World Journal of English Language 12, no. 8 (2022): 382. http://dx.doi.org/10.5430/wjel.v12n8p382.

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Feedback has been vital and essential in all educational settings and English as a Foreign Language (EFL) classroom interaction draws no distinction. It contributes to students' language learning and achievement. It, when involves learners during classroom interactions, becomes oral corrective feedback and has been viewed as a dynamic practice for EFL teachers to correct their learners’ mistakes on the spot. This study investigated teachers' oral corrective feedback practices in an online EFL classroom interactions context. Furthermore, it correlated teachers' responses with the type of oral c

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Birello, Marilisa. "Oral corrective feedback with LESLLA students." LESLLA Symposium Proceedings 17, no. 1 (2023): 147–60. https://doi.org/10.5281/zenodo.8075546.

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The role of corrective feedback has aroused much interest in English as a second or foreign language research. However, Catalan as an additional language is an emerging field of research. This paper focuses on the oral corrective feedback that the teacher provides to the students’ errors in a context of Catalan as an additional language with LESLLA students of an educational center located in a penitentiary center. Five 45-to-50-minute lessons of classroom interactions were recorded, transcribed and coded for the analysis. The findings show that there is a high amount of lexical and

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Afshari, Sajad, Azizollah Dabaghi, and Saeed Ketabi. "Oral corrective feedback on written errors." ITL - International Journal of Applied Linguistics 171, no. 2 (2019): 253–79. http://dx.doi.org/10.1075/itl.18023.afs.

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Abstract The current study investigated the differential effect of two types of oral feedback – graduated oral corrective feedback (GOCF) in accordance with sociocultural theory (SCT) and supplemented direct oral corrective feedback (SDOCF) in accordance with cognitive-interactionist theory (CIT) – on Iranian pre-intermediate EFL learners’ written errors. The study used a pretest-treatment-immediate posttest-delayed posttest design with three groups. Two types of tests were employed to measure the learners’ explicit and implicit knowledge of English articles. The results of the repeated measur

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Fitriana, Rinda. "STUDENTS’ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTS’ ORAL PRODUCTION." Script Journal: Journal of Linguistic and English Teaching 1, no. 1 (2016): 46. http://dx.doi.org/10.24903/sj.v1i1.17.

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<p class="abstrak">This study aimed on revealing students’ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furtherm

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