Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate

Tavakoli, Mansoor; Zarrinabadi, Nourollah

doi:10.1080/17501229.2016.1195391

Cited by 41 publications

(33 citation statements)

References 46 publications

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“…Explicit correction, nevertheless, does not always result in negative emotions. Tavakoli and Zarrinabadi (2016) found that explicit feedback not only does not produce a negative response but promotes learners' willingness to talk and even decreases their anxiety and increases their communication competence. Yang (2016), as another instance, discovered that learners generally favored explicit correction and metalinguistic feedback on all types of errors.…”

Section: Types Of Feedback Preferredmentioning

confidence: 92%

English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

Sepehrinia

Fallah

Torfi

2020

Profile: Issues Teach. Prof. Dev.

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Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.

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Section: Types Of Feedback Preferredmentioning

confidence: 92%

English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

Sepehrinia

Fallah

Torfi

2020

Profile: Issues Teach. Prof. Dev.

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“…Out of the 26 studies identified, 14 focus on fostering WTC via in-class learning. The studies cover areas such as employing certain teaching techniques to lessen learners' anxiety or communication apprehension (Farahani & Abdollahi, 2018;Jamalifar & Salehi, 2017;Kamdideh & Barjesteh, 2019;Mesgarshahr & Abdollahzadeh, 2014;Montazeri & Salimi, 2019;Tavakoli & Zarrinabadi, 2018), encouraging use of the target language (Lin, 2017;Marzban & Mahmoudvand, 2013;Shamsudin, Othman, Jahedi, & Aralas, 2017), promoting autonomy among learners (Matsuoka, Matsumoto, Poole, & Matsuoka, 2014;Uztosun, Skinner, & Cadorath 2018) and rising learners' awareness about their future goals (Al-Murtadha 2019; Munezane, 2015;Zarrinabadi, Ketabi, & Tavakoli, 2017). Some studies suggest that anxiety negatively affects learners' WTC (Peng & Woodrow, 2010;Zarrinabadi, 2014) and it is one of the strongest predictors of WTC (Zarrinabadi, 2014).…”

Section: Theme 1: Employing Selected Teaching Techniques/approaches Tmentioning

confidence: 99%

Facilitating L2 WTC: A review of past studies

Zulkepli¹,

Hussin²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-ofclass learning. To address this issue, the article ends with a series of suggested activities which employs a multisystematic approach to learning (Akkerman & Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-ofclass, as well as an opportunity to reflect on their experiences in relation to their WTC.

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“…Prior to the intervention, students were asked to answer an adapted version of MacIntyre et al’s (2001) willingness to communicate inside the classroom questionnaire. The scale was adapted and validated in the Iranian context by Tavakoli and Zarrinabadi (forthcoming). This instrument consisted of 27 items on a 6-point Likert scale.…”

Section: The Innovationmentioning

confidence: 99%

“…At this time, the experiment started and students received the intervention for one semester (12 sessions). The adapted version of Macintyre et al’s (2001) scale validated by Tavakoli and Zarrinabadi (forthcoming) was again administered at the last session.…”

Section: The Innovationmentioning

confidence: 99%

“…These studies indicated that L2 WTC was influenced by factors such as sex and age (Baker and MacIntyre, 2003), interlocutors (Cao, 2011), motivation (Hashimoto, 2002), culture (Peng, 2014) and error correction (Zarrinabadi, 2014). Moreover, these studies showed that the type of task (Cao and Philp, 2006), the type of corrective feedback (Tavakoli and Zarrinabadi, forthcoming), the interlocutors (Kang, 2005), teacher (Peng, 2014), and teacher’s wait-time (Zarrinabadi, 2014) influenced WTC in an L2. The literature on L2 WTC, however, has been predominantly theoretical and few studies have aimed at implementing interventions to facilitate L2 WTC.…”

Section: Introduction and Reasons For Innovationmentioning

confidence: 99%

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Using a Person-Centred Future Time Perspective Intervention to Enhance EFL Learners’ Willingness to Communicate

2017

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This study examined the effectiveness of a person-centred future time perspective (FTP) intervention on Iranian EFL students’ willingness to communicate (WTC) in English. Through one-on-one interviews with the participants, the researchers tried to build a connection between students’ English learning at school and their goals in future, and to develop positive feelings about the value of speaking English. The quantitative findings followed by qualitative interview data indicated that the intervention was successful in enhancing students’ WTC in English. The results showed that the intervention improved the participants’ WTC by affecting their goal pursuit commitment, autonomy, feelings, and values attached to learning English. The implications of the study are discussed.

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Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate

Cited by 41 publications

References 46 publications

English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

Facilitating L2 WTC: A review of past studies

Using a Person-Centred Future Time Perspective Intervention to Enhance EFL Learners’ Willingness to Communicate

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