Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

Rassaei, Ehsan; Moinzadeh, Ahmad

doi:10.5539/elt.v4n2p97

Cited by 20 publications

(19 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…of their own learning (Hosseiny, 2014;Mohammad & Rahman, 2016;Rassaei & Moinzadeh, 2011;Zarifi, 2017). Teachers are required to carefully plan for written CF strategies (Ferris, Lui, Sinha, & Senna, 2013;Han & Hyland, 2015), and learners need to be trained on how to use the provided CF (Diab, 2015;Elwood & Bode, 2014).…”

Section: Learners' Preferencesmentioning

confidence: 99%

“…In contrast, similar to Mohammad and Rahman (2016), some learners preferred that teachers point out mistakes and support the CF with some comments to help them find the correct answer by themselves. According to Rassaei and Moinzadeh (2011), supporting CF with comments on the errors was found to be effective. This also might explain learners' preference to self-correct themselves without the teacher's interference in the CF.…”

Section: Efl Learners' Preferences For Cf On Written Assignmentsmentioning

confidence: 99%

See 1 more Smart Citation

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Qutob¹,

Madini²

2020

ELT

View full text Add to dashboard Cite

The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

show abstract

Section: Learners' Preferencesmentioning

confidence: 99%

Section: Efl Learners' Preferences For Cf On Written Assignmentsmentioning

confidence: 99%

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Qutob¹,

Madini²

2020

ELT

View full text Add to dashboard Cite

show abstract

“…Contrary to different positions, it seems that in the course of time, there has been a growing consensus among the SLA researchers about the positive impact of corrective feedback on language learning, however, which feedback types are more effective in L2 learning is still a matter of debate (Ellis, 2009). The studies conducted in this research area have yielded contradictory results due to the difficulty of determining the effectiveness of corrective feedback types which depended on many factors such as "the particular aspects of the language being corrected, conditions relating to the provision of teacher correction, and characteristics of the student" (Amiri, It is suggested that explicit feedback types are more beneficial than implicit feedback types as they provide students with overt and direct information about appropriate target language forms, which minimizes the possibility of misinterpretation on the parts of students in relation with the correct usage of target language forms (Rassaei & Moinzadeh, 2011). In this sense, Carroll and Swain (1993) compared the effectiveness of implicit and explicit corrective feedback in their experimental study with Spanishspeaking learners of English who were tested twice on the feedback items plus a number of novel items to determine whether they had generalized from the feedback items.…”

Section: Theoretical Positions On the Role Of Corrective Feedbackmentioning

confidence: 99%

Corrective feedback preferences of primary school and university students

Çubukçu

Aksak

2020

Koinonia

View full text Add to dashboard Cite

Corrective feedback has attracted more and more attention as it has an important place in language teaching and learning process (Kim, 2004). In this respect, Sheen and Ellis (2011) define corrective feedback as “the feedback that learners receive on the linguistic errors they make in their oral or written production in a second language (L2)” (p. 593). The main aim of this study is to investigate the most and the least corrective feedback types preferred by primary school and university students. The participants of the study determined by the convenience sampling method comprise 50 primary school and 50 university students. Students are required to mark the feedback types they prefer when they make errors. The results indicate that recasts and asking direct questions are the most favored feedback types chosen by students despite the proficiency level gap.

show abstract

“…Different research studies were made to investigate the effect of corrective feedback on developing language acquisition as vocabulary (Mollakhan, Rasouli, and Karbalaei, 2013), grammar (Zohrabi and Ehsani, 2014; Russel and Spada, n.d), English wh-question forms (Rassaei and Moinzadeh, 2011), accuracy (Chu, 2011), and writing (Akbarzadeh, Saeidi, and Chehreh, 2014). On the other hand, some studies were conducted to investigate the most effective type of feedback in improving students' performance inside the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Perspectives on the Role of Oral Corrective Feedback in Developing English Language Acquisition

al.¹

2018

jtte

View full text Add to dashboard Cite

This study aims at exploring the preparatory year instructors' opinions on the contributions of oral corrective feedback (OCF) to the development of learners' acquisition of English. The study investigates instructors' background about OCF, technical and pedagogical aspects of OCF, types of OCF adopted by instructors in EFL classrooms and what attitudes they have towards OCF. Two types of research tools were used: a questionnaire, and interviews. The findings prove that OCF is a vital element of classroom feedback as it enables students to develop their EL acquisition by motivating them to take control of their EL progress. However, most instructors have no idea about the types of OCF. They use it inside their classrooms but they are unaware of the definitions of the concepts. The study recommends that some preparation work needs to be done before harnessing the power of student-to-student feedback and developing teachers' planning opportunities for ongoing individual dialogue between teachers and students.

show abstract

Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

Cited by 20 publications

References 47 publications

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Corrective feedback preferences of primary school and university students

Perspectives on the Role of Oral Corrective Feedback in Developing English Language Acquisition

Contact Info

Product

Resources

About