TEACHER CORRECTIVE FEEDBACK ON STUDENTS’ SPEAKING PERFORMANCE AND THEIR UPTAKE IN EFL CLASSES

Tran Thi Bich Phuong, Nguyen Buu Huan

Abstract


Corrective feedback plays a critical role in language teaching and learning, but little research has been done with regard to teachers’ practices of corrective feedback on students’ speaking performance and their uptake. This paper therefore reports on a descriptive study using qualitative approach to provide insights into strategies teachers used to deliver corrective feedback to their students’ speaking performance and distribution of student uptake within EFL context. Data were collected from observations of two teachers and fifty students at a private high school in a Mekong Delta region. The findings indicate that recast and explicit correction were used the most and that clarification request, recast, and metalinguistic cue were effective in helping students recognize their errors. Implications for language teaching are also presented.


Keywords


oral corrective feedback, uptake, recast, high school

Full Text:

PDF

References


Ananda, D. R., Febriyanti, E. R., Yamin, M., & Mu'in, F. (2017). 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(3), 176-186.

Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th Ed.). Boston: Pearson Education, Inc.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalization. Studies in Second Language Acquisition, 15(3), 357-386.

Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29-46.

Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.

Edge, J. (1989). Mistakes and correction. New York: Longman.

Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19(1), 18-41.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies of Second Language Acquisition, 28(2), 339-368.

Esmaeli, F., & Behnam, B. (2014). A study of corrective feedback and learner's uptake in classroom interactions. International Journal of Applied Linguistics and English Literature, 3(4), 204-212.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw-Hill Humanities.

Hendricks, C. (2013). Improving schools through action research: A reflective practice approach (3rd Ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Hendrickson, J. (1978). Error correction in foreign language teaching: Recent research and practice. Modern Language Journal, 62(8), 387-398.

Kucera, J. (2009). QAR and its effects on the reading comprehension performance of fourth grade students. (MA thesis), Goucher College.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.

Li, S. (2014). Oral corrective feedback. ELT Journal, 68(2), 196-198.

Lightbown, P. M., & Spada, N. (2003). How languages are learned. Oxford: Oxford University Press.

Loewen, S. (2012). The role of feedback. In A. Mackey & S. Gass (Eds.), The Routlege Handbook of Second Language Acquisition (pp. 24-40). Malden, MA: Wiley-Blackwell.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.

Lyster, R., & Saito, K. (2010a). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32(2), 265-302.

Lyster, R., & Saito, K. (2010b). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302.

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.

Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497.

Mendez, E. H., & del Rosario Reyes Cruz, M. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers' Professional Development, 14(2), 63-75.

Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17(4), 459-481.

Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573-595.

Safari, P. (2013). A descriptive study on corrective feedback and learners' uptake during interactions in a communicative EFL class. Theory and Practice in Language Studies, 3(7), 1165-1175.

Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7(2), 89-102.

Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(2), 263-300.

Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversation interaction in second language acquisition: A collection of empirical studies (pp. 301-322). Oxford: Oxford University Press.

Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. New York: Springer.

Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 593-610). New York: Routledge.

Suzuki, M. (2005). Corrective feedback and learner uptake in adult ESL classrooms. TESOL and Applied Linguistics, 4(2), 1-21.

Trustcott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.

Yoshida, R. (2008). Learners' perceptions of corrective feedback in pair work. Foreign Language Annals, 41(3), 525-541.




DOI: http://dx.doi.org/10.46827/ejfl.v0i0.1823

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).