Is Recast the Most Effective Type of Corrective Feedback?—Under Cognitive and Sociolinguistic Approach

Bing-jie, GU

doi:10.17265/1539-8072/2016.04.006

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Furthermore, if teachers only recast a single pronunciation, it will not give students an idea to use that word based on the context. Teachers need to adopt more various modeling that can accommodate some social factors e.g., teaching methods, classroom dynamics, individual anxiety level, and preference among the students which influence learning (Bing-Jie, 2016). Different modeling such as open-ended questions, re-voicing, reasoning, etc.…”

Section: Corrective Feedback In Applied English Classmentioning

confidence: 99%

Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia

Khair

2022

PAROLE J. Linguist. Edu.

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Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.

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Section: Corrective Feedback In Applied English Classmentioning

confidence: 99%

Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia

Khair

2022

PAROLE J. Linguist. Edu.

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“…Rassaei (2015) found that for high-anxiety learners, recasts corrective feedback gives more significant benefit rather than metalinguistic corrective feedback. Recasts is defined as reformulates all part of the incorrect word or phrase, to show the correct form without explicitly identifying error (Lee in Bing-Jie, 2016). In learning language elements, recasts can be used as one of the strategies to treat high-anxiety learners.…”

Section: Pupil: International Journal Of Teaching Education and Learning Issn 2457-0648mentioning

confidence: 99%

Foreign Language Classroom Anxiety: An International Student’s Perspective on Indonesian Language Learning

Mena

Nurihsan

Ilfiandra

2020

pijtel

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This study aims to explore the perspective on Foreign Language Classroom Anxiety (FLCA) of an International student. A descriptive narrative is used to discover written and spoken responses from the student. An online survey was employed as secondary data to identify the level of FLCA among six UPI international students. A student with the highest score volunteered to be interviewed. Several symptoms were found; lack of concentration, excessive worry, fear, unwanted thoughts, and sweating. The results showed that difficulties to understand lecturers' correction, presentation, and fear of getting left behind are three major causes of his

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“…Educators and students felt that technology were useful in delivering feedback. Even, video feedback is better than written feedback in speaking (Bing-Jie, 2016;Tseng & Yeh, 2019;Vries, Cucchiarini, Strik, Hout, 2019). In 2020, Chekol (2020) examined the effect of peer feedback on speaking and their perceptions.…”

Section: Introductionmentioning

confidence: 99%

Multimodal Feedback on speaking: Effectiveness and Students’ Perspective

Syafryadin

Wardhana

2021

Eralingua

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Abstract. Multimodal feedback needs to be studied and researched to enhance student’s ability. Thus, this research aims to examine the feedback which using technology and conventional without using technology in speaking, wanted to explore how multimodal feedback could influence the students’ speaking ability, know the student’s perception on multimodal feedback and the reason multimodal feedback could improve students’ speaking ability. The research used a sequential mixed method design with test and interview as instruments. The sample was 54 students for experimental and control group. The result showed that there is not significant different between multimodal feedback with using technology and without using technology. However, in terms of mean score, multimodal feedback with using technology is higher than multimodal feedback without using technology on improving students’ speaking ability. Another result showed that the students had positive response towards the use of multimodal feedback on learning speaking because it can give them much knowledge and upgrade their ability in speaking class. Keywords: Multimodal feedback; using technology; speaking ability

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Is Recast the Most Effective Type of Corrective Feedback?—Under Cognitive and Sociolinguistic Approach

Cited by 4 publications

References 14 publications

Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia

Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia

Foreign Language Classroom Anxiety: An International Student’s Perspective on Indonesian Language Learning

Multimodal Feedback on speaking: Effectiveness and Students’ Perspective

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