Students’ Preferences Toward Corrective Feedbacks on Students’ Oral Production

Fitriana, Rinda

doi:10.24903/sj.v1i1.17

Cited by 4 publications

(8 citation statements)

References 9 publications

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“…Surprisingly, the results of those research show a greater difference among students' preferences. Some pieces of research reveal students prefer to explicit correction (Alamri & Fawzi, 2016;Fitriana, Suhatmady, & Setiawan, 2016;Papangkorn, 2015;Park, 2010) and some of the research reveal most of the students want to be corrected by using implicit feedback (Lyster & Ranta, 1997;Panova & Lyster, 2002;Yoshida, 2008). It can be clearly seen that the students' preferences are almost different among those previous research.…”

Section: Introductionmentioning

confidence: 92%

“…Aside from it, a lot of research have examined teachers' preferences of CF in second language acquisition (Behroozi & Karimnia, 2017;Motlagh, 2015) and also students' preferences (Alamri & Fawzi, 2016;Fitriana, Suhatmady, & Setiawan, 2016;Mungungu-Shipale & Kangira, 2017;Elçin & Öztürk, 2016;Papangkorn, 2015;Park, 2010;Yoshida, 2008). Surprisingly, the results of those research show a greater difference among students' preferences.…”

Section: Introductionmentioning

confidence: 99%

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Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

2019

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This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

2019

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“…Lately, a number of studies have been carried out to focus fully on teachers' error correction preferences in teaching second/foreign languages (Anggraeni, 2012;Behroozi & Karimnia, 2017;Jabu, Noni, Talib & Syam, 2017;Liskinasih, 2016;Motlagh, 2015;Suryoputro & Amaliah, 2016) or only students' error correction preferences (Alamri & Fawzi, 2016;Elçin & Öztürk, 2016;Fitriana, Suhatmady & Setiawan, 2016;Mungungu-Shipale & Kangira, 2017;Papangkorn, 2015;Park, 2010;Yoshida, 2008;Zhao, 2015). When these studies are compared, we see a noteworthy difference between what teachers and students show preference for.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, there is even a great discrepancy among learners. While some prefer to be corrected explicitly (Alamri & Fawzi, 2016;Fitriana, Suhatmady, & Setiawan, 2016;Papangkorn, 2015;Park, 2010), some others favour receiving implicit feedback (Lyster & Ranta, 1997;Panova & Lyster, 2002;Yoshida, 2008). However, why learners' preferences differ considerably is a topic of another research.…”

Section: Literature Reviewmentioning

confidence: 99%

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Kavak

2020

Kuramsal Eğitimbilim

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For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

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“…The textbook its self can help teacher to run his/her nine roles in they are as a controller, an assessor, an organizer/manager, a prompter/motivator, participant, a resource/informer, a facilitator, a demonstrator, and as a guide (Rindu & Ariyanti, 2017). Beside it, a teacher prefers do recasts and explicit correction on corrective feedback types, either experienced and novice teachers on classroom interaction (Öztürk, 2016) and the students prefer on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version (Fitriana, Suhatmady, & Setiawan, 2016).…”

Section: Metafunctionnis Devided Into Three; Ideational Metafunctionmentioning

confidence: 99%

Experiential Function in English Zone Textbook

Ashari

2017

AGXN

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The aim of this study was to identify the experiential function aspect found in conversation text. They were Process, Participant and Circumtance. There were five chosen conversation texts then they were broken up into single clauses. They were taken from conversation text or clauses found in conversation text in student’s English text book: English Zone. It was found that the conversation texts were categorized as simple text, because they were dominated by the simple cluase. The most dominant Process were Material Process (36.80 %). and Relational Process, meanwhile for Participant, the dominant were Attribution (28.22 %), Attribute (19.78%), Goal (17.16%), Actor (15.30%) and Carrier (14.93%), the dominant Circumtances in conversation texts were Location Spatial (28.81%), Manner (22.03%), Location Temporal(20.34%). Based on the findinds, it could be said that the conversation texts in those book refered to the natural conversation. there were three kinds of text found, they were Doing text, Saying text and Being text. The conversation texts were dominated by the Doing and Being texts. Doing text means that the texts were dominated by the Material Process, and Being text means that the texts were dominated by the Verbal ProcessKeywords: Process, Participant, Circumtance, Being, Doing, Saying Texts

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Students’ Preferences Toward Corrective Feedbacks on Students’ Oral Production

Cited by 4 publications

References 9 publications

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Experiential Function in English Zone Textbook

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