EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences?

Yakışık, Burçak Yılmaz

doi:10.21093/ijeltal.v6i1.889

Cited by 6 publications

(7 citation statements)

References 25 publications

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“…The use of Oral Corrective Feedback is supported by research conducted (Yakışık, 2021). She investigated EFL students' preferences and emotions about verbal corrective feedback with a special focus on gender and grade level in secondary education in Turkey.…”

Section: Discussionmentioning

confidence: 99%

The Effect of PjBL with Oral Corrective Feedback on Student Scientific Article Writing Skills

Indriyani

Ningsih

Henanggil

et al. 2023

Ta'dib

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The purpose of this study was to determine the effectiveness of using the Project Based Learning model integrated with Oral Corrective Feedback in teaching academic writing in tertiary institutions. This form of research uses an experimental methodology and is quantitative in nature. Matching Pretest-Post-Test Control Group Design was used as the research methodology. This research data collection strategy uses tests. The test given is a performance test, in which students make scientific articles to be published in journals. The research data processing technique was SPSS 17. Based on the findings and discussion it can be concluded that the use of the PjBL model integrated with Oral Corrective Feedback is more effective than using the PjBL model alone to teach students academic writing in the field. Indonesian Language and Literature Study Program, Padang State University. The use of this model is one of the innovations in learning based on the latest curriculum by integrating innovative language learning methods in learning in tertiary institutions.

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Section: Discussionmentioning

confidence: 99%

The Effect of PjBL with Oral Corrective Feedback on Student Scientific Article Writing Skills

Indriyani

Ningsih

Henanggil

et al. 2023

Ta'dib

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show abstract

“…It can be stated that the native teacher wants to encourage the students' autonomy level by often providing clarification requests and elicitation, which are true that they can lead to the learners' selfcorrection. Metalinguistic feedback, elicitation, clarification request and repetition can give the students the necessary cues to repair their errors (Yakışık, 2021). Besides, the non-native teacher still lacks awareness about that.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Use of Efl Teachers’ Oral Corrective Feedback in Speaking Classes

Nadifa

2022

LANGLIT

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As far as making errors is unavoidable in speaking class, oral corrective feedback (OCF) plays a crucial role to solve that problem. For the past two decades, OCF has become the debatable issue among researchers. This present study was conducted in one of the English courses in East Java, Indonesia. The participants were one native teacher and one non-native teacher teaching two different classes alternately. The speaking class was for elementary school students. This qualitative study has several aims; 1) to investigate the distribution of OCF types that providing by the teachers in the speaking class, 2) to know whether or not there is an ignorance of the errors by the teachers and the reason behind it, 3) the types of OCF that often used by the teachers. The data was collected through video recording, stimulated recall and semi-structured interview. The results evinced that the teachers provided all the types of OCF to the students with different portions of usage. Recast became the type of OCF that is commonly used by teachers. Furthermore, the teachers corrected almost of the student’s errors. Unfortunately, there several ones that ignored by them. The ignorance of the student’s error due to some reasons such as tiredness and lack of knowledge. Nevertheless, the most prominent reasons were they did not want interrupt the student’s utterances in order to not create the students’ negative feelings about OCF.

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“…This research was in the form of descriptive research to investigate English teachers" beliefs about oral corrective feedback, and a mixed-method was used in this research, both quantitative and qualitative (Yakisik, 2021). This research was conducted at two senior high schools in North Sumatra, Indonesia.…”

Section: Methodsmentioning

confidence: 99%

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

Tarigan

Stevani

Ginting

et al. 2023

WJEL

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This research was to investigate Indonesian teachers’ beliefs about the application of oral corrective feedback in Indonesian students’ EFL classrooms. It was limited to oral corrective feedback given for lexical, phonological, and syntactical errors in English conversation class. The participants of this research were 36 English teachers and 65 Indonesian students of English as a foreign language. This research utilized both qualitative and quantitative approaches, including the use of a close-ended questionnaire, semi-structured interview, and audio-recording to find the effectiveness of oral corrective feedback on students’ errors in speaking skills. The data analysis revealed: (1) the grammatical errors in students’ oral proficiency, (2) the most type of English teachers’ oral corrective feedback, (3) the students’ uptake in speaking skills, (4) the analysis of the use of oral corrective feedback, (5) the kinds of the students’ error based on English teachers’ experiences, (6) the students’ self-awareness of language errors, (7) the way of English teacher when delivering oral corrective feedback, (8) the students’ reasons to use oral corrective feedback based on English teachers’ beliefs, and (9) English teachers’ motivations to use oral corrective feedback. These findings suggested that English teachers should understand the students’ diverse needs, concerns, and expectations toward error correction according to their level of language proficiency.

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EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences?

Cited by 6 publications

References 25 publications

The Effect of PjBL with Oral Corrective Feedback on Student Scientific Article Writing Skills

The Effect of PjBL with Oral Corrective Feedback on Student Scientific Article Writing Skills

Investigating the Use of Efl Teachers’ Oral Corrective Feedback in Speaking Classes

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

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