Efl Students’ Preferences for Oral Corrective Feedback in Speaking Instruction

Fadilah, Ardhi Eka; Anugerahwati, Mirjam; Prayogo, Johannes Ananto

doi:10.17977/um030v5i22017p076

Cited by 11 publications

(17 citation statements)

References 37 publications

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“…Park (2010) also selects 51 college students of different universities for the subjects of his research. Another research conducted by Fadilah (2016) also studies the students at the university level. These are some studies showing that mostly the research studies students from higher education level as the concern of the research.…”

Section: Jannah Furaidah Rachmajanti Elementary Efl Students'… 461mentioning

confidence: 99%

Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

Jannah

Furaidah

Rachmajanti

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: Teacher’s corrective feedback on in English class has been studied many times in secondary or higher education level. However, how a teacher deliver corrective feedback in non-English subjects for students in elementary students rarely become the focus of studies. Therefore, this qualitative research studied the elementary students of International Class Program of SD Laboratorium UM. The second grader and the teachers contributed as the research subjects. There were five corrective feedback types used by the teacher, translation, first language, conversational recast, clarification, and explicit. Those feedbacks were considered as effective feedbacks since the students mostly responded to it.Abstrak: Penelitian tentang feedback korektif guru seringkali diteliti di pendidikan menengah atau di tingkat perguruan tinggi. Namun, bagaimana guru menyampaikan feedback korektif untuk siswa sekolah dasar pada pelajaran non-bahasa Inggris sangat jarang dijadikan fokus penelitian. Maka dari itu, penelitian ini mengkaji bagaimana guru memberikan korektif feedback pada siswa Program Kelas Internasional SD Laboratorium UM. Siswa kelas dua beserta gurunya menjadi subjek penelitian ini. Ada lima jenis feedback korektif yang diberikan guru, yaitu translation, first language, conversational recast, clarification, dan explicit. Feedback tersebut direspons oleh siswa.

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Section: Jannah Furaidah Rachmajanti Elementary Efl Students'… 461mentioning

confidence: 99%

Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

Jannah

Furaidah

Rachmajanti

2020

Jur.Pend.Teo.Pen.Peng.

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“…Foreign language teachers have relied on the notion of 'Oral Corrective Feedback' (henceforth, OCF) for the last two decades as it serves as a powerful remedy for leading learners to notice the incorrect language form and then to correct it (Fadilah et al, 2017;Park, 2010;Russel, 2009;Zhang & Rasimi, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, many studies have suggested that supporting learners with various corrective feedback might help them acquire the correct form as they are actively participating in the learning process. Therefore, the lack of corrective feedback might lead to fossilized errors as learners would assume their statements are correct (Fadilah, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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

Yakışık¹

2021

ijeltal

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Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than half of the high school EFL learners worried about making mistakes in the classroom; however, the majority of the learners agreed on the necessity of receiving OCF and they had positive feelings for being given immediate feedback by their teachers. Regardless of gender and grade level, EFL learners had a higher preference for ‘self-correction’. Females preferred ‘metalinguistic clues’ as the first choice and ‘peer correction’ as the last choice among the OCF types whereas males prefer ‘peer correction’ as the first, but ‘metalinguistic clues’ as the last choice. Among the grade levels, 10th-grade level learners have more concerns about making mistakes and these learners prefer ‘clarification request’ and ‘repetition of error’ a lot more than the 9th-grade level learners.

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“…Interaction plays an important role in a university lecture, especially in English department in Indonesia where literature is taught using English (Fadilah et al, 2017). In literature university lecture, interaction normally takes place between lecturer and students.…”

Section: Introductionmentioning

confidence: 99%

“…In other words, students find that literature lectures are challenging for non-native speakers (NNS) of English as they have to successfully complete tasks given and to communicate with each other, besides receiving and sending comprehensible literature content knowledge from and to their lecturers (Rido & Sari, 2018;Rido et al, 2017;Shi, 2013). As these students are prepared to be a competent English communicator; therefore, lecturers must be aware of students' language competence and performance as well as enable them improving their literary knowledge (Fadilah et al, 2017;Lacia et al, 2019). Thus, repair strategies are needed to identify all aspects of the possible problems and to correct the wrong linguistic and content aspects produced since they cover a wide range of actions such as problems of hearing and understanding talk, prompting, cluing and helping, understanding, explaining, and correcting errors (Rido & Wahyudin, 2020;Rido, 2019;Li & Wang, 2018;Seong, 2006).…”

Section: Introductionmentioning

confidence: 99%

Repair Strategies in English Literature Lectures in a University in Indonesia

Rido

Kuswoyo

Suryaningsih

et al. 2021

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This study was an attempt to investigate types and functions of repair strategies used by lecturers in English literature lectures in a university in Indonesia. Rido’s conceptual framework of repair strategies (2018) was used. Qualitative method was applied while the data were collected through video recording of three English literature lectures, comprising prose, drama, and literary criticism. The findings showed that the lecturers repaired both the linguistic (grammatical and pronunciation errors) and content-related aspects of the students while they were giving oral responses and making presentations. Therefore, the lecturers employed four types of repair strategies such as indicating an error has been made and correcting it, asking students to make self-repairs, indicating an error has been made and getting other students to correct it, and repeating students’ responses with changes. The functions of those repair strategies were to show the lecturers as role model and reliable source of knowledge, to give good examples, to make students think critically, to give opportunity for students to share ideas, and make students not aware they were being corrected so that they kept learning. The findings offer some implications for pedagogical considerations within university lecture, especially in English as a foreign language (EFL) setting.

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Efl Students’ Preferences for Oral Corrective Feedback in Speaking Instruction

Cited by 11 publications

References 37 publications

Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

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

Repair Strategies in English Literature Lectures in a University in Indonesia

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