Bibliografias temáticas / Effectiveness of oral corrective feedback

Literatura científica selecionada sobre o tema "Effectiveness of oral corrective feedback"

Autor: Grafiati

Publicado: 23 de junho de 2021

Última modificação: 10 de fevereiro de 2022

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Artigos de revistas sobre o assunto "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, n.º 2 (8 de março de 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 setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.

Martínez, Juan De Dios. "An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback". Colombian Applied Linguistics Journal 15, n.º 2 (21 de janeiro de 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 learners´ motivations and attitudes. For this purpose, a short questionnaire was designed and distributed among a sample of 208 EFL secondary school learners. The article first reviews the literature on the controversial role of corrective feedback in L2 classrooms. Next, the findings are reported and discussed. This research paper suggests that EFL learners emotionally respond to teachers´ oral corrective feedback in different ways. Additionally, it found evidence that anxiety can have a negative effect on the way learners benefit from the oral feedback process. Thus, the paper issues warnings about the potential affective damage oral corrective feedback can cause among learners in classroom situations.

Lyster, Roy, e Kazuya Saito. "ORAL FEEDBACK IN CLASSROOM SLA". Studies in Second Language Acquisition 32, n.º 2 (23 de abril de 2010): 265–302. http://dx.doi.org/10.1017/s0272263109990520.

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To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according to (a) types of CF, (b) types and timing of outcome measures, (c) instructional setting (second vs. foreign language classroom), (d) treatment length, and (e) learners’ age. Results revealed that CF had significant and durable effects on target language development. The effects were larger for prompts than recasts and most apparent in measures that elicit free constructed responses. Whereas instructional setting was not identified as a contributing factor to CF effectiveness, effects of long treatments were larger than those of short-to-medium treatments but not distinguishable from those of brief treatments. A simple regression analysis revealed effects for age, with younger learners benefiting from CF more than older learners.

Lyster, Roy, Kazuya Saito e Masatoshi Sato. "Oral corrective feedback in second language classrooms". Language Teaching 46, n.º 1 (28 de novembro de 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 the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

Iizuka, Takehiro, e Kimi Nakatsukasa. "Implicit and explicit corrective feedback and feedback exposure conditions". Instructed Second Language Acquisition 4, n.º 1 (1 de abril de 2020): 3–48. http://dx.doi.org/10.1558/isla.38113.

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This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Zhang, Junling. "A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes". Studies in English Language Teaching 8, n.º 3 (14 de agosto de 2020): p127. http://dx.doi.org/10.22158/selt.v8n3p127.

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Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

Lemak, Alina, e Antonella Valeo. "Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context". TESL Canada Journal 37, n.º 2 (2 de dezembro de 2020): 23–50. http://dx.doi.org/10.18806/tesl.v37i2.1334.

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Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual difference that have an impact on the effect and effectiveness of CF. One area of individual difference that has been shown to influence learning outcomes is personality; yet, findings have been inconsistent, and the influence of learners’ personality traits on oral CF effectiveness has largely been neglected. This study aimed to fill this gap by investigating how learners with different personalities experience and benefit from different types of oral CF. Situated in an intact class of adult language-learners in an academic context, data collection included a Five Factor Model (FFM) personality test, video and audio recordings of classroom activities, and individual interviews/stimulated-recall sessions. The findings of this study suggest that personality traits do appear to play a role in how students experience CF. Relationships between global FFM personality traits and CF response emerged: competitiveness and perfectionism characteristics appeared influential and a possible interaction between agreeableness and neuroticism is discussed. Pedagogical implications are suggested. La rétroaction corrective est une partie importante de l’instruction efficace, et un important corpus de recherche s’est penché sur la meilleure façon de mettre en place des stratégies et des approches de rétroaction corrective. Les chercheurs sont devenus de plus en plus conscients des différences individuelles qui ont un impact sur l’effet et sur l’efficacité de la rétroaction corrective. On a montré qu’une aire de différence individuelle, la personnalité, influence les résultats d’apprentissage; cependant, les résultats ne sont pas uniformes, et l’influence des traits de personnalité des apprenants sur l’efficacité de la rétroaction corrective orale a été pour la plupart négligée. Le but de la présente étude était de combler cette lacune en étudiant comment des apprenants de différente personnalité vivent et bénéficien de différents types de rétroactions correctives orales. Située dans une classe intacte d’apprenants adultes de langues dans un contexte universitaire, la collecte de données comprenait un test de personnalité se basant sur le modèle en cinq facteurs (MCF), des enregistrements audio et vidéo des activités de classe, ainsi que des séances d’entrevues individuelles/de rappels stimulés. Les résultats de cette étude suggèrent que les traits de personnalité semblent bien jouer un rôle dans la façon dont les étudiants perçoivent la rétroaction corrective. Les relations entre les traits de personnalité généraux MCF et la réaction à la rétroaction corrective ont montré que : les caractéristiques de compétitivité et de perfectionnisme semblaient jouer un rôle marquant et on discute d’une interaction possible entre l’agréabilité et le neuroticisme. On suggère des implications pédagogiques.

Sheen, Younghee. "DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM". Studies in Second Language Acquisition 32, n.º 2 (23 de abril de 2010): 203–34. http://dx.doi.org/10.1017/s0272263109990507.

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This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners’ accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate English-as-a-second-language classes with adult learners of various first language backgrounds. Five groups were formed: oral recasts (n= 26), oral metalinguistic (n= 26), written direct correction (n= 31), written direct metalinguistic (n= 32), and control (n= 28). All four experimental groups completed two 30-min communicative narrative tasks. For the oral CF groups, students were asked to retell a story during which CF was provided. For the written CF groups, students were first asked to rewrite a story and then given CF. The acquisition of English articles was measured by means of a speeded dictation test, a written narrative test, and an error correction test. One-way ANOVAs with post hoc comparisons indicated that all CF groups, except for oral recasts, significantly outperformed the control group in the immediate and delayed posttests. These findings show that, whereas implicit oral recasts that involve article errors were not facilitative to learning, the other CF types were effective in helping learners improve the grammatical accuracy of English articles irrespective of language analytic ability. Overall, these results suggest that the degree of explicitness of both oral and written CF—rather than the medium in which the CF is provided—is the key factor that influences CF effectiveness.

Alzeebaree, Yaseen, Hussein Ali Ahmed e Idrees Ali Hasan. "Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices". International Journal of English Linguistics 8, n.º 6 (29 de julho de 2018): 115. http://dx.doi.org/10.5539/ijel.v8n6p115.

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The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

Naeimi, Amin, Mahnaz Saeidi e 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.

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As language learners’ phonological errors have attracted substantial attention, error treatment strategies have become an indispensable part of teachers’ repertoire. Research has found positive effects for corrective feedback on language learner uptake; however, the effect has not been proved to be sustained over time. This quasiexperimental study sought to explore whether uptake can reflect language learning and retention through measuring the effectiveness of three common types of oral corrective feedback on Iranian EFL learners’ phonological errors. Fifty-four male intermediate-level learners received a nine-session treatment in the form of recast, elicitation, and metalinguistic feedback during story retelling tasks. Results of comparing and correlating uptake with posttest scores revealed that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

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Teses / dissertações sobre o assunto "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.

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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 studies, outcome measures such as grammaticality judgement tasks, oral production tasks, and written production tasks were utilized. The target structures of the included studies were different morpho-syntactical and phonological structures. The accounted findings of this study show that recasts are effective at increasing students’ oral proficiency in seven of thirteen studies and not effective in six of 13 studies. The reported results also demonstrate that prompts are effective at improving students’ oral proficiency in eight of ten studies and ineffective in two of ten studies. In eight of ten studies in which the effectiveness of prompts and recasts are compared with each other, prompts are more effective than recasts. However, recasts are more effective than prompts in two of ten studies. The reported findings indicate that the effectiveness of corrective feedback in general on language acquisition is uncertain and that prompts might be effective. In addition, the accounted results suggest that the effectiveness of recasts on improving students’ oral proficiency is doubtful. Moreover, the reported findings of this study also suggest the higher degree of efficacy of prompts over recasts.

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 samples of learners’ non-target-like production are systematically collected and tracked. The investigation employed three methods: first, accuracy and fluency in production were measured by means of a test in which learners reformulated their own non-target-like production and that of peers; second, accuracy and reaction time were measured as learners judged the well-formedness of those same reformulations; third, the developing complexity of learner production is monitored by means of an ‘error corpus’. Results indicate that delayed CF of this kind is effective in pushing learners towards greater complexity and accuracy in both production and recognition, and constitutes an approach to the problem of determining what the individual learner knows that has theoretical validity and pedagogical relevance.

Knutsson, Malin, e 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 EFL teachers provide students with OCF. In addition, the intention is also to explore teachers’ and students’ perceptions of the usefulness of OCF for their skills development in English. The focus of this research study is on Swedish primary schools of grades 4-6. Two types of data-gathering methods were used in this study: interviews and observations. The results confirm that both explicit and implicit OCF was provided when observing the teachers’ approaches and strategies in classroom settings. Surprisingly, this research study reveals that recast was not favoured by the Swedish EFL teachers as they considered other types of OCF to be more beneficial to EFL classroom settings.

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 extent with the findings of previous research, saying that teachers in various contexts prefer more implicit means of corrective feedback,but that they would adapt their strategies depending on the learner, error type, and the focus of the lesson. The result also suggested that although the teachersreportedly make conscious choices when selecting a corrective feedback strategy, they sometimes have to choose between using a strategy that promotes learning orusing a strategy that will cause the least amount of inconvenience for the learner.The conclusion was made that the teachers of the study are aware of their own corrective feedback strategies to some extent, which also corresponds with the results of previous research, but that their awareness is not always sufficient, and their strategies might not be as effective as the teachers think.

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.

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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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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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 learning of two verb constructions. Data were drawn from 18 learners of Chinese from second-year Chinese classes in an American university. The participants were divided into two groups and took a pretest, treatment, and two posttests. Learners also filled out a questionnaire about their perception and preference of feedback types. Contrary to previous research, results indicated that both recasts and metalinguistic clues had positive effects on learners' learning of the target constructions. Moreover, learners of different proficiency preferred different types of feedback. The study results provided a categorization of verb constructions into four classes based on the rules that govern their formations and constraints that work on the constructions and identified stages learners moved through when learning verb constructions. The researcher proposed an instructional model of rule-based verb constructions. The model will help instructors recognize the stage the learners' are in and provide insight into how to help learners move to a higher stage by providing instruction, corrective feedback, and practice activities.

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 mixtos i l'anàlisi del discurs mitjançat per ordinador per analitzar la informació. Els resultats de la investigació mostren que els estudiants produeixen errors a velocitats similars, el professor tendeix a proveir la correcció explícita dels errors i els estudiants tendeixen a repetir les correccions del professor.
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.

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Livros sobre o assunto "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.

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Profozic, Nadia Mifka. Effectiveness of Corrective Feedback and the Role of Individual Differences in Language Learning: A Classroom Study. Lang Publishing, Incorporated, Peter, 2013.

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Capítulos de livros sobre o assunto "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.

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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.

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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.

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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.

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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.

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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.

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Granena, Gisela, e 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.

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Valezy, Jane Russell, e 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.

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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.

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Zouaidi, Cirine, e 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.

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Trabalhos de conferências sobre o assunto "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.

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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.

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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.

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Aini, Raisah, e 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.

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Kataoka, Yuka, Achmad Husni Thamrin, Jun Murai e 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.

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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.

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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.

Ja´nosine´ Bi´ro´, A´gnes, Sa´ndor Ra´tkai, Ma´rton Osztheimer, Katalin Baumann-ne´ Tanits e 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.

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The plant’s current ageing management practice is based on designer’s specifications and the more than 20 years of operation and maintenance experience. This practice meets the established rules and requirements in depth. In accordance with local regulations for long term operation the implementation of a comprehensive ageing management system for a defined scope of nuclear (safety classes 1–3+) components is required. As part of the comprehensive system, type ageing management programmes (TAMP) are developed, from which component specific programmes (SAMP) shall be developed and executed for the passive components of the concerned scope. This presentation summarizes the specific ageing management programmes of the WWER main components (reactor pressure vessel, steam generator, pressurizer, main coolant pump, main circulation pipeline, main gate valve) and of some other mechanical equipment (ECCS heat-exchangers, main steamline valves, steam generator drain expander tanks and emergency feedwater pumps). The development of the SAMPs is based on the TAMPs that describe the degradation processes (low-cycle fatigue, thermal ageing, irradiation damage, stress corrosion, boric acid corrosion, wear, local corrosion, irradiation assisted stress corrosion, loosening of threaded fasteners, swelling, high-cycle fatigue, general corrosion, thermal stratification fatigue, erosion, erosion-corrosion, water hammer, ground water corrosion, microbiological corrosion, deposition). The format and content of the SAMP comply with the domestic regulatory system and essentially follow the attributes of the US NRC’s 10 element ageing management programme (scope, prevention, parameters to be inspected, detection, monitoring-trending, acceptance criteria, corrective actions, feedback, administrative control, utilization of operating experience). During programme development, the review and, based on specific aspects, the examination of compliance of each established programme (technical review plan, ISI programme, ISI acceptance standards, maintenance instructions, water chemistry programmes, operational manuals, other inspection programmes etc.) dealing with the given component and affecting its ageing management were carried out, also taking account of the Aging Management (AM) review reports produced as part of the service life extension project. On the one hand the evaluation of the SAMP confirmed the effectiveness of the programmes currently applied, from ageing management aspects, and on the other hand, the recommended developments and enhancements help establish and strengthen the Comprehensive Ageing Management system.