Learners' Perceptions on the Use of Oral Corrective Feedback in One-to-One EFL Classroom
(1) Universitas Siliwangi
(2) Universitas Negeri Makassar
(*) Corresponding Author
DOI: https://doi.org/10.26858/eralingua.v6i2.26177
Abstract
Abstract. Learners’ perception plays an important role in evaluating the teaching and learning process and has an impact to the teacher’s performance during the teaching and learning process. Applying descriptive qualitative method with case study design, this study highlighted the learners’ perceptions and their preference of oral corrective feedback utilized by the teachers during the teaching and learning process. By using purposive sampling, this research involved one teacher and two learners as research participants at an English course called Amsterdam Institute located in Makassar. The data, collected through semi-structured interview and observation, resulted that the learners found themselves facilitated in responding the teacher’s utterances since the teacher’s oral corrective feedback were helpful to lead the learners’ accuracy or just to help them acknowledge their errors in terms of grammar, lexis, the use of L1, and particularly in phonology (pronunciation). Furthermore, inconsistencies between the students’ preference and the teacher’s feedback use in terms of the time to provide oral corrective feedback are identified. Students preferred being given time to work out their error, while teacher mostly gave feedback directly. Thus, it can be concluded that giving more time for students to provide self-repair can be a way for students to make sense of error they committed. The results further highlight a significant impact for teachers’ beliefs on their corrective feedback practices, especially for those teaching using a tailor-made system. Finally, the implication of this study is discussed.
Keywords: Learners’ Perceptions, Oral Corrective Feedbacks, One-To-One EFL Classroom.Full Text:
PDFReferences
Agudo, J. de D. M. (2014). Beliefs in learning to teach: EFL student teachers’ beliefs about corrective feedback. In J. de D. M. Agudo (Ed.), English as a foreign language teacher education (pp. 209–230). Brill. https://doi.org/https://doi.org/10.1163/9789401210485_013
Al-Osaimi, S., & Wedell, M. (2014). Beliefs about second language learning: The influence of learning context and learning purpose. Language Learning Journal, 42(1), 5–24. https://doi.org/10.1080/09571736.2012.661753
Alkhammash, R., & Gulnaz, F. (2019). Oral corrective feedback techniques: An investigation of the EFL teachers’ belief and practices at Taif University. Paper Knowledge . Toward a Media History of Documents, 10(2), 40–54. https://doi.org/10.24093/awej/vol10no2.4
Alsolami, R. (2019). Effect of oral corrective feedback on language skills. Theory and Practice in Language Studies, 9(6), 672–677. https://doi.org/10.17507/tpls.0906.09
Amrhein, H. R., & Hossein, N. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95–127. https://journals.lib.unb.ca/index.php/CJAL/article/view/19886/21712
Asari, Y. (2014). Non-native speakers as EFL teacher: Their corrective feedback and its limitation. In M. H. Abdullah, T. B. Hoon, F. Idrus, A. B. M. Razali, & S. Sivapalan (Eds.), Proceeding of 12th ASIA TEFL and 23rd MELTA International Conference, 28 -30 August 2014 (pp. 1070–1079).
Asnawi, Zulfikar, T., & Astila, I. (2017). Students’ perception of oral corrective feedback in speaking classes. English Education Journal, 8(3), 275–291.
Atai, M. R., & Shafiee, Z. (2017). Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction. Teacher Development, 21(4), 580–596. https://doi.org/10.1080/13664530.2016.1277257
Bao, R. (2019). Oral corrective feedback in L2 Chinese classes: Teachers’ beliefs versus their practices. System, 82, 140–150. https://doi.org/10.1016/j.system.2019.04.004
Baz, E., Balçıkanlı, C., & Cephe, P. (2016). Perception of English instructors and learners about corrective feedback. European Journal of Foreign Language Teaching, 1(1), 54–68. https://doi.org/10.5281/zenodo.166782
Braidi, S. M. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52(1), 1–42. https://doi.org/10.1111/1467-9922.00176
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
Bulbula, D. A., & Areda, D. B. (2020). EFL teachers’ practice and learners preferences for oral error corrective feedback in EFL speaking class. Journal of Literature, Languages and Linguistics, 66, 1–10. https://doi.org/10.7176/jlll/66-01
Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: A case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(5), 1–17. https://doi.org/10.1186/s40862-016-0010-y
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Corder, S. P. (1967). The Significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5(4), 161–170. https://doi.org/10.1515/iral.1967.5.1-4.161
Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003
Creswell, F. J. W. (2016). 30 essential skills for qualitative researcher. Sage.
De Vasconcelos Neto, J. J., & de Barros Cardoso, L. A. (2021). Student teachers’ beliefs on oral corrective feedback in English language teaching. Letras Escreve, 10(1), 169. https://doi.org/10.18468/letras.2020v10n1.p169-180
De Vasconcelos Neto, J. J., & De Barros Cardoso, L. A. (2020). Student teachers’ beliefs on oral corrective feedback in English language teaching. Letras Escreve, 10(1), 169–180. https://doi.org/10.18468/letras.2020v10n1.p169-180
Edmond, J. P. (2017). Oral corrective feedback and learner uptake: A case partial recasts in the adult ESL classroom [Graduate Thesis, California State University, Northridge. ScholarWorks Open Access Repository]. http://hdl.handle.net/10211.3/198940
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305–352. https://doi.org/10.1017/S027226310505014X
Ellis, R, & Shintani, N. (2013). Exploring language paedagogy through second language acquisition research. Rotledge. https://doi.org/10.4324/9780203796580
Ellis, Rod. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? Studies in Second Language Acquisition, 24(2), 223–236. https://doi.org/10.1017/s0272263102002073
Erdoğan, V. (2005). Contribution of error analysis to foreign language teaching. Mersin University Journal of the Faculty of Education, 1(2), 261–270. https://dergipark.org.tr/en/download/article-file/161018
Ergül, H. (2021). Mitigating oral corrective feedback through linguistic strategies and smiling. Journal of Pragmatics, 183, 142–153. https://doi.org/10.1016/j.pragma.2021.07.018
Erlam, R., & Loewen, S. (2010). Implicit and explicit recasts in L2 oral French interaction. Canadian Modern Language Review, 66(6), 877–905. https://doi.org/10.3138/cmlr.66.6.877
Fox, C. A. (1993). Communicative competence and beliefs about language among graduate teaching assistants in French. The Modern Language Journal, 77(3), 313–324. https://doi.org/10.2307/329100
Gamlo, N. H. (2019). EFL learners’ preferences of corrective feedback in speaking activities. World Journal of English Language, 9(2), 28–37. https://doi.org/10.5430/wjel.v9n2p28
Green, J. M. (1993). Student attitudes toward communicative and non-communicative activities: Do enjoyment and effectiveness go together? The Modern Language Journal, 77(1), 1–10. https://doi.org/10.2307/329552
Ha, X. Van, & Murray, J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research. https://doi.org/10.1177/1362168820931897
Ha, X. Van, Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550
Hamed Mahvelati, E. (2021). Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation, 70, 100995. https://doi.org/10.1016/j.stueduc.2021.100995
Han, Z. H. (2008). Error correction: Towards a differential approach. [Paper Presentation]. The Fourth QCC Colloquium on Second Language Acquisition. http://www.tc.columbia.edu/
Hanh, P. T., & Tho, P. X. (2018). Oral corrective feedback in EFL/ESL classrooms: Classification models. VNU Journal of Foreign Studies, 34(5), 40–48. https://doi.org/10.25073/2525-2445/vnufs.4301
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2015). Preferences for interactional feedback: Differences between learners and teachers. Language Learning Journal, 43(1), 74–93. https://doi.org/10.1080/09571736.2012.705571
Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2018). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 1–30. https://doi.org/10.1177/1362168818787546
Katayama, A. (2007). Learners’ perceptions toward oral error correction. In K. Bradford-Watts (Ed.), JALT2006 Conference Proceedings (pp. 284–299). Tokyou:JALT. https://jalt-publications.org/archive/proceedings/2006/E117.pdf
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71–92. https://doi.org/10.1111/j.1944-9720.1995.tb00770.x
Kim, Y., & Mostafa, T. (2021). Teachers’ and students’ beliefs and perspectives about corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 561–580). Cambridge University Press.
Kir, P. (2020). Exploring the relationship between the beleifs and practices of instructors about oral corrective feedback in EFL classes: A case study from Turkey. International Online Journal of Education and Teaching (IOJET), 7(2), 567–583. http://iojet.org/index.php/IOJET/article/view/632
Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: context of learning effects. Educational Technology Research and Development, 63(5), 671–690. https://doi.org/10.1007/s11423-015-9380-y
Lee, E. E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230. https://doi.org/10.1016/j.system.2013.01.022
Leiter, J. (2010). Corrective feedback and uptake in the advanced learner classroom [Graduate Thesis, University of Vienna, Wien]. https://doi.org/10.25365/thesis.12519
Lemak, A., & Valeo, A. (2020). Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context. TESL Canada Journal, 37(2), 23–50. https://doi.org/10.18806/tesl.v37i2.1334
Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42(1), 451–461. https://doi.org/10.1016/j.system.2014.01.011
Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
Li, S. (2014). Oral corrective feedback. ELT Journal, 68(2), 196–198. https://doi.org/10.1093/elt/cct076
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. https://doi.org/10.1016/j.system.2019.05.006
Li, S., Zhu, Y., & Ellis, R. (2016). The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure. Modern Language Journal, 100(1), 276–295. https://doi.org/10.1111/modl.12315
Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. Language Learning Journal, 42(2), 181–194. https://doi.org/10.1080/09571736.2014.889509
Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536–556. https://doi.org/10.1111/j.1540-4781.2006.00465.x
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183–218. https://doi.org/10.1111/1467-9922.00039
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. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184. https://doi.org/10.1017/S027226311200071X
Lyster, R., & Saito, K. (2010a). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302. https://doi.org/10.1017/S0272263109990520
Lyster, R., & Saito, K. (2010b). Oral feedback in classroom SLA: A meta-analysis. In Studies in Second Language Acquisition (Vol. 32, Issue 2). Kean University. https://doi.org/10.1017/S0272263109990520
Lyster, R., Saito, K., Sato, M., Lyster, R., & Saito, K. (2013). Oral corrective feedback in second language classroom. Language Teaching, 46(1), 1–40. https://doi.org/10.1017/S0261444812000365
Mackey, A. (2020). Interaction, feedback and task research in language learning: Methods and design. Cambridge University Press.
Mackey, Alison, & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Alison Mackey (Ed.), Conversational Interaction in Second Language Acquisition (pp. 407–453). Oxford University Press.
Mahalingappa, L., Polat, N., & Wang, R. (2021). A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: The case of English language teachers in China versus the U.S. Language Awareness, 1–21. https://doi.org/10.1080/09658416.2021.1900211
Mantle-bromley, C. (1995). Positive Attitudes and realistic beliefs : Links to proficiency. The Modern Language Journal, 79(3), 371–386. https://doi.org/10.1111/j.1540-4781.1995.tb01114.x
Matthews, B., Ross, L., & Ellison, N. (2010). Research method : A practical guide for the social sciences. Pearson Education Limited. www.pearsoned.co.uk/matthews
McCargar, D. F. (1993). Teacher and student role expectations: Differences and implications. The Modern Language Journal, 77(2), 192–207. https://doi.org/10.2307/328943
Milla, R., & del Pilar García Mayo, M. (2021). Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms. Vigo International Journal of Applied Linguistics, 18, 149–176. https://doi.org/10.35869/VIAL.V0I18.3368
Milla, R., & Mayo, M. del P. G. (2021). Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms. Vigo International Journal of Applied Linguistics, 18, 149–176. https://doi.org/10.35869/VIAL.V0I18.3368
Ohta, A. S. (2001). Second language acquisition process in the classroom, learning Japanese. Rotledge. https://doi.org/10.4324/9781410604712
Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17, 459–481. https://doi.org/10.1017/S0272263100014418
Ölmezer-Öztürk, E. (2016). Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study. Language Learning Journal, 47(2), 219–228. https://doi.org/10.1080/09571736.2016.1263360
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235–247. https://doi.org/10.1016/0346-251X(89)90036-5
Panova, I., & Lyster, R. (2002). Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom. TESOL Quarterly, 36(4), 573. https://doi.org/10.2307/3588241
Rassaei, E. (2013a). Corrective feedback, learners’ perceptions, and second language development. System, 41(2), 472–483. https://doi.org/10.1016/j.system.2013.05.002
Rassaei, E. (2013b). The effects of foreign language anxiety on EFL learners ’ perceptions of oral corrective feedback. Innovation in Language Learning and Teaching, 00(00), 1–15. https://doi.org/10.1080/17501229.2013.837912
Roberts, M. A. (1995). Awareness and the efficacy of error correction. In R. Schmidt (Ed.), In Attention and Awareness in Foreign Language Learning (pp. 162–182). Universiti of Hawai’i: Second Language Teaching and Curriculum Centre.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers ’ and students ’ attitudes to oral corrective feedback. Language Awareness, 25(4)(October), 318–335. https://doi.org/10.1080/09658416.2016.1235580
Russel, J., & Nina, S. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 133–162). John Benjamins Publishing Company.
Saeb, F. (2017). Students’ and teachers’ perceptions and preferences for oral corrective feedback: Do they match? International Journal of Applied Linguistics and English Literature, 6(4), 32–44. https://doi.org/10.7575/aiac.ijalel.v.6n.4p.32
Şakiroğlu, H. Ü. (2020). Oral corrective feedback preferences of university students in english communication classes. International Journal of Research in Education and Science, 6(1), 172–178. https://doi.org/10.46328/ijres.v6i1.806
Sanafi, R. V., & Nemati, M. (2014). The effect of six different corrective feedback strategies on Iranian english language learners’ IELTS writing task 2. SAGE Open, 4(2). https://doi.org/10.1177/2158244014538271
Sepehrinia, S., & Mehdizadeh, M. (2018). Oral corrective feedback: Teachers’ concerns and researchers’ orientation. The Language Learning Journal, 46(4), 483–500. https://doi.org/10.1080/09571736.2016.1172328
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263–300. https://doi.org/10.1191/1362168804lr146oa
Sheen, Y. (2006). Exploring the relationship between characteristics of recast and learner uptake. Language Teaching Research, 10(4), 361–392. https://doi.org/10.1191/1362168806lr203oa
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners ’ acquisition of articles. TESOL Quarterly, 41(2), 255–283.
Sheen, Y. (2011a). Corrective feedback, individual differences and secon language learning. Springer Science+Business Media. https://doi.org/10.1007/978-94-007-0548-7
Sheen, Y. (2011b). Corrective feedbeck, individual differences and second language acquisition. In J. A. Coleman (Ed.), System (pp. 880–893). Springer. https://doi.org/10.1016/j.system.2013.07.003
Siriwardana, G., & Devayalage, R. (2021). Literature survey on teachers’ and students’ perceptions of oral error correction in the EFL / ESL classroom. Journal of English as Foreign Language Teaching and Research, 1(1), 25–36. http://journals.researchsynergypress.com/index.php/jefltr/index
Soepriyatna. (2012). Investigating and assessing competence of high school teachers of English in Indonesia. Malaysian Journal of ELT Research, 8(2), 38–49. https://journals.melta.org.my/index.php/majer/article/view/147/62
Spada, N., & Tomita, Y. (2010). Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis. Language Learning, 60(2), 263–308. https://doi.org/10.1111/j.1467-9922.2010.00562.x
Suryoputro, G., & Amaliah, A. (2016). EFL students ’ responses on oral corrective feedbacks and uptakes in speaking class. International Journal of Language and Linguistics, 3(5), 73–80.
Tasdemir, M. S., & Arslan, F. Y. (2018). Feedback preferences of EFL learners with respect to their learning styles. Cogent Education, 5(1), 1–17. https://doi.org/10.1080/2331186X.2018.1481560
Tomczyk, E. (2013). Perceptions of oral errors and their corrective feedback : Teachers vs . students. Journal of Language Teaching and Research, 4(5), 924–931. https://doi.org/10.4304/jltr.4.5.924-931
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.
Van Ha, X., Murray, J. C., & Mehdi Riazi, A. (2021a). High school efl students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. In Studies in Second Language Learning and Teaching (Vol. 11, Issue 2). https://doi.org/10.14746/ssllt.2021.11.2.4
Van Ha, X., Murray, J. C., & Mehdi Riazi, A. (2021b). High school efl students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. Studies in Second Language Learning and Teaching, 11(2), 235–264. https://doi.org/10.14746/ssllt.2021.11.2.4
Wang, W., & Li, S. (2021). Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum, 34(1), 35–50. https://doi.org/10.1080/07908318.2020.1767124
Weekly, R., Pollard, A., & Macpherson, J. (2022). Journal of English for Academic Purposes EAP corrective feedback in an EMI setting : Student and teacher beliefs. Journal of English for Academic Purposes, 59(July), 101157. https://doi.org/10.1016/j.jeap.2022.101157
Wen, Q. (2018). The production-oriented approach to teaching university students English in China. Language Teaching, 51(4), 526–540. https://doi.org/10.1017/S026144481600001X
Wiboolyasarin, W., Wiboolyasarin, K., & Jinowat, N. (2020). Learners’ oral corrective feedback perceptions and preferences in Thai as a foreign language tertiary setting. Journal of Language and Linguistic Studies, 16(2), 912–929. https://doi.org/10.17263/JLLS.759344
Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types teachers’ choice and learners’. Language Awareness, 17(1), 78–93. https://doi.org/10.2167/la429.0
Yüksel, D., Soruç, A., & McKinley, J. (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics, 31(3), 1–21. https://doi.org/10.1111/ijal.12336
Zare, M., Shooshtari, Z. G., & Jalilifar, A. (2020). The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels. Language Teaching Research, 0(0), 1–21. https://doi.org/10.1177/1362168820928967
Zhu, Y., & Wang, B. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language Awareness, 28(2), 139–161. https://doi.org/10.1080/09658416.2019.1620755
Article Metrics
Abstract view : 903 times | PDF view : 2 timesRefbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Eralingua has been indexed by:
