Servat Shirkhani; Samaneh Omidi
Abstract
Written corrective feedback has been extensively investigated with regard to its effectiveness, comparison of its different types, and perceptions about its effectiveness. However, few studies have addressed the types of errors receiving corrective feedback (CF) and still much fewer have focused on formulaic ...
Read More
Written corrective feedback has been extensively investigated with regard to its effectiveness, comparison of its different types, and perceptions about its effectiveness. However, few studies have addressed the types of errors receiving corrective feedback (CF) and still much fewer have focused on formulaic errors as targets of CF. Thus, the current study compared formulaic and non-formulaic errors as targets of CF in learner writings. In addition, it examined the CF types provided to these errors. Finally, it sought the effect of a teacher awareness-raising program on teachers' attention to formulaic versus non-formulaic errors and on the CF types used to correct these errors. To achieve these purposes, eight English language teachers from four language institutes were selected through convenience sampling. First, during two sessions, the teachers asked the learners to write two compositions on two writing topics. Next, an awareness-raising program for teachers was run to raise the teacher's awareness level about formulaic and non-formulaic errors and CF types for correcting such errors. Then, the learners were asked to write two other compositions each in one session. The results showed that before the treatment, non-formulaic errors received considerably more CF than formulaic errors and that the percentage of direct CF was more than other CF types. In addition, the study showed that the awareness-raising program for teachers influenced their attention to formulaic errors. The findings of this study indicate that teachers need awareness-raising about the importance of formulaic sequences and about the need for correcting formulaic errors whenever possible.
Abbas Ali Rezaee; Mohammad Hussein Norouzi; Nafeeseh Aryaeian
Abstract
This qualitative study aimed to explore Iranian EFL teachers’ cognition of corrective feedback as one of the elements of classroom management in the EFL context of Iran’s language institutes. Participants of the study were 12 in-service Iranian EFL teachers who taught adult EFL learners. ...
Read More
This qualitative study aimed to explore Iranian EFL teachers’ cognition of corrective feedback as one of the elements of classroom management in the EFL context of Iran’s language institutes. Participants of the study were 12 in-service Iranian EFL teachers who taught adult EFL learners. The participants were selected through purposeful sampling, and the sample size was determined based on saturation. The main instrument of the study was a semi-structured one-to-one in-person interview, which aimed to elicit the participants’ cognition of corrective feedback. These individual interviews were audio-recorded and then they were transcribed. Thematic analysis of the data indicated that the participants considered corrective feedback an important element of classroom management in EFL classes. Moreover, the participants believed that corrective feedback should be provided for common errors and errors related to lesson objectives. They classified EFL learners’ errors in terms of the purpose of activities (communication vs. form, and fluency vs. accuracy). In addition, they knew about different timings for the provision of corrective feedback (delayed vs. immediate/on-the-spot). Furthermore, they highlighted the inclusion of teacher correction, peer correction, and self-correction for sufficiently providing corrective feedback in EFL classes. They also foregrounded EFL learners’ proficiency level and their affective factors for appropriate provision of corrective feedback. On the whole, the participants had a sound cognition of corrective feedback as one of the elements of classroom management in EFL classes in Iran. The findings of the present study have implications for language teacher educators, EFL teachers, and language institute supervisors.
Gastor Cosmas Mapunda; Elizabeth Kyara
Abstract
This study aimed at investigating teachers’ behaviours that co-occur with the oral corrective feedback strategies and their influence on the students’ responses to oral corrective feedback (OCF) in teaching English in Tanzanian secondary schools. In Tanzania English is a foreign language, ...
Read More
This study aimed at investigating teachers’ behaviours that co-occur with the oral corrective feedback strategies and their influence on the students’ responses to oral corrective feedback (OCF) in teaching English in Tanzanian secondary schools. In Tanzania English is a foreign language, even though it serves in various government domains such as secondary and post-secondary education, international trade, and the High Court, among others. The study was qualitative, and applied classroom non-participant observation and interviews to collect data which were analysed thematically. It involved 901 students from two secondary schools (at the general certificate level) in Form I to Form IV classes and six English language teachers. Using the the Vygotskyan Sociocultural Model, the findings of the study showed some teachers’ behaviours that frequently accompanied the oral corrective feedback strategies which then influenced students’ uptake in the classrooms. These behaviours include nonverbal actions; oral corrective feedback implementing styles, translanguaging, and the use of negative comments. These behaviours influenced students’ uptake by leading to no uptakes, hesitations in response to feedback, repetition of the same errors, random peer-responses which subsequently discouraged self-repair of errors. Findings contribute to knowledge on OCF and the students’ uptake in to ELT classrooms especially on students’ error treatment atmosphere.
Meisam Mirzaei Shojakhanlou; Abdulbaset Saeedian
Abstract
Investigating language teacher cognition and ways of promoting their cognition are the building blocks of teacher education because their practices are highly contingent on their cognition about underlying concepts in language pedagogy. This study explored the development of novice teachers’ cognition ...
Read More
Investigating language teacher cognition and ways of promoting their cognition are the building blocks of teacher education because their practices are highly contingent on their cognition about underlying concepts in language pedagogy. This study explored the development of novice teachers’ cognition about corrective feedback (CF) through task-based teacher education. The data were culled from two novice Iranian English as a foreign language (EFL) teachers through a questionnaire, observation, and journal. They took part in a course centering on the ways of enhancing knowledge about CF. The course was based on task-based teacher education. The teachers were to learn and practice giving feedback through some task-based teacher education activities such as role plays and observations. The data before the course indicated that the teachers had restricted knowledge about the functions and types of CF. However, the task-based teacher education course raised the teachers’ awareness about the scaffolding potentialities of CF. They also gained insights into implicit and explicit CF types as well as their functions. In addition, CF helped them enhance their awareness about the intrusiveness of error correction in the process of communication flow. Finally, the contribution of the findings of the study for novice teachers and teacher educators and how they should educate novice teachers are discussed.
Ehsan Narimani Vahedi; Mahnaz Saeidi; Nasrin Hadidi Tamjid
Abstract
The role of corrective feedback (CF) in language learning has recently gained prominence; however, ignoring the interwoven relationship between cognitive/affective factors, along with individual differences, may not lead to efficient results. This mixed methods research examined high/low emotional intelligence ...
Read More
The role of corrective feedback (CF) in language learning has recently gained prominence; however, ignoring the interwoven relationship between cognitive/affective factors, along with individual differences, may not lead to efficient results. This mixed methods research examined high/low emotional intelligence (EI) Iranian EFL learners’ CF preferences. This study was grounded in the Chaos Complexity Theory of Larsen-Freeman (1997). Considering complexity theory, learners’ modified outputs were examined to find the related EI components in teacher-learner matched/mismatched conditions. First, using Bar-on Emotional Quotient Inventory,12 teachers and 223 learners were grouped as having high/low EI. Second, learners’ CF preferences were determined through Students’ Preferences Elicitation Questionnaire, including both closed and open-ended questions. Third, utilizing an observation checklist, teachers’ CF practices and learners’ modified outputs in summery telling activity were examined to find the associations among EI components and modified output in teacher-learner matched/mismatched conditions. The quantitative analysis using a number of Chi-square tests and the complementary qualitative data analyses revealed that the high/low EI learners preferred the different CF types. The most frequent successful modified output was associated with certain EI components in the mismatched conditions of EI and CF.The findings provide pertinent implications for practitioners regarding feedback implementation and successful modified output. Furthermore, the findings refer to the necessity of future studies in this area which are discussed in the article.
Hussein Meihami; Fateme Husseini; Rahman Sahragard
Abstract
It is an underestimated topic whether or not providing corrective feedback through portfolio-based writing instruction can be effective. Hence, the purpose of the current study was to investigate the effect of providing corrective feedback through portfolio-based writing instruction on the overall and ...
Read More
It is an underestimated topic whether or not providing corrective feedback through portfolio-based writing instruction can be effective. Hence, the purpose of the current study was to investigate the effect of providing corrective feedback through portfolio-based writing instruction on the overall and componential writing performance of the Iranian intermediate EFL learners. To that end, 44 intermediate EFL learners participated in a writing program aiming to develop the writing skill of the L2 learners. The participants were divided into the experimental group (N = 20) in which they received the corrective feedback on their writing through the portfolio-based writing, and the control group (N = 24) who received the traditional paper-and-pen corrective feedback on their writing. A pre-test/post-test design was administrated to address the purpose of the study. The results indicated that the experimental group significantly outperformed the control group both in overall and componential writing performance. Thus, it can be concluded that providing corrective feedback through portfolio-based writing can be constructive in developing intermediate EFL learners writing performance. This may be due to the features which portfolio-based writing brings to the L2 writing classroom including developing the motivation of the L2 learners to write, pushing them to be more autonomous in their learning, helping them to reflect upon their writing, and making the learners conscious about the process of writing. Thus, portfolio-based instruction can be thought of a collaborative way to provide corrective feedback on L2 learners writing performance. The study carries some implications for L2 writing teachers and learners.
Amir Rezaei; Siros Izadpanah; Ali Shahnavaz
Abstract
Matching the expectations of teachers and students is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL students. The sample of this research were 180 male and female teachers that teach language courses in an English Language Teaching program ...
Read More
Matching the expectations of teachers and students is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL students. The sample of this research were 180 male and female teachers that teach language courses in an English Language Teaching program in language institutes in Zanjan and 350 students who were chosen through stratified random sampling. Two standard instruments were used in this study. PET Test, Fukuda (2004). The findings suggest that they believed that corrective feedback had a significant effect on their writing but the teachers did not think so. It is concluded that most of the feedback given by teachers were concentrated on grammatical errors and that the teachers’ view of feedback is based on the context, which might origin from absence of sufficient teacher training. With this in mind, giving feedback, or rather the right kind of feedback should perhaps play a better role in teacher education. Anyway, the fact that feedback is based on each context may be positive, because all students are different, even so teacher trainees might still take advantage from studying the provision of feedback.
