Corrective Feedback and Learner Uptake in a Child ESOL Classroom

Choi, Seung-Yi; Li, Shaofeng

doi:10.1177/0033688212463274

Cited by 52 publications

(67 citation statements)

References 26 publications

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“…The corrections made by the tutors revealed some interesting findings. As in other studies with students of different ages (Blake, 2000;Choi & Li, 2012;O'Rourke, 2005;Vinagre & Muñoz, 2011), the majority of the corrections in the current study were grammatical, followed by spelling and vocabulary. The lower frequency of feedback on vocabulary errors may be attributed to the greater possibility of inference provided by the writing medium, especially in asynchronous CMC where students have more time to read and understand the message.…”

Section: Discussionsupporting

confidence: 80%

“…More recently, the area of written feedback has received more attention with a typology proposed by Ellis (2009) and a number of studies in university settings (see Bitchener and Ferris, 2012 for a review). With a few exceptions (Choi & Li, 2012;Oliver, 1998) the studies have been carried out in adult university settings. According to Ferris (2010), there is now evidence that written corrective feedback provided under the right conditions facilitate L2 development and "help students improve the accuracy of their writing, at least for the particular features under consideration" (p. 186).…”

Section: Corrective Feedbackmentioning

confidence: 99%

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Online Peer Feedback in Beginners’ Writing Tasks

Tolosa¹,

East²,

Villers³

2013

IALLT Journal

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This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

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Section: Discussionsupporting

confidence: 80%

Section: Corrective Feedbackmentioning

confidence: 99%

Online Peer Feedback in Beginners’ Writing Tasks

Tolosa¹,

East²,

Villers³

2013

IALLT Journal

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“…All five activities were carried out in each lesson and repeated nine times with different sets of items. The teacher made every effort to provide corrective feedback when students chose the wrong card using recasts, as previous research has shown this to be the favoured corrective strategy for addressing errors in form‐focused instruction for young children (Choi & Li, ).…”

Section: Methodsmentioning

confidence: 99%

The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners

Shintani

2014

TESOL Q

109

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Incidental grammar acquisition involves learners “picking up” a grammatical feature while their primary focus is on some other aspect of language—either message content or another language feature that is taught directly. This article reports a study of children's incidental grammar acquisition of two grammatical features—plural ‐s and copula be—in two types of instruction—focus on form (FonF) and focus on forms (FonFs). The two features were not directly taught, but opportunities for learning them occurred in classroom interactions. Thirty young beginner Japanese learners were divided into two groups (FonF and FonFs) and received nine repeated lessons over 5 weeks. The study examined learners' acquisition of the two structures as measured by tests and sought explanations for the results in terms of the differences in interactions that arose in the two instructional contexts and, in particular, opportunities for attending to the two grammatical features in these interactions. The children in the FonF classroom demonstrated acquisition of plural ‐s but not of copula be. Neither structure was acquired by the children in the FonFs classroom. Analysis of the classroom interactions show that there was a functional need to attend to plural ‐s (but not copula be) only in the FonF classroom.

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“…The significance of different types of feedback can be understood from the evidence of learners' uptake and particularly when this move results in a successful repair (Tatawy, 2002). In this situation, learners' uptake would be taken as a proof of learners' observing their language errors (Choi & Li, 2012;Egi, 2010) as well as the "pushed output" concept given by Choi & Li, (2012). Furthermore, the researchers made it clear that learners' uptake provides evidence that they understood the teacher's strategy and that it helped them understand the gap between the form of target language and an interlanguage (Mackey & Oliver 2002;Sheen, 2004).…”

Section: Learners' Uptake or Self-repairmentioning

confidence: 99%

Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers' Beliefs and Practices at Taif University

Alkhammash¹,

Gulnaz²

2019

SSRN Journal

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Recent research has shown that little attention has been paid to teachers' views regarding giving oral corrective feedback (Sepehrinia & Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University's teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert's scale was employed to measure three subscales: teachers' beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students' uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.

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Corrective Feedback and Learner Uptake in a Child ESOL Classroom

Cited by 52 publications

References 26 publications

Online Peer Feedback in Beginners’ Writing Tasks

Online Peer Feedback in Beginners’ Writing Tasks

The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners

Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers' Beliefs and Practices at Taif University

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