The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain:A Study on EFL Speech Production

Hartono, Didik; Basthomi, Yazid; Widiastuti, Oktavia; Prastiyowati, Santi

doi:10.1080/2331186x.2022.2152619

Cited by 4 publications

(8 citation statements)

References 9 publications

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“…Therefore, a teacher must be able to provide these authentic situations that students to participate actively in the learning process. Based on the research findings, the information gap task was shown to be more effective compared to other gap tasks because students were encouraged to use spoken language more intensively while at the same time encouraging their critical thinking in uncovering information (Hartono et al, 2022;Yeh et al, 2021). Moreover, communication activities and the presentation of the results of this information can encourage fluency in speaking and motivate students to express views, attitudes, or feelings regarding the information they receive.…”

Section: Discussionmentioning

confidence: 99%

“…The more abstract the assignment given, the greater the students' difficulty in achieving learning objectives. From the results of previous research in which students were given reading, listening, and speaking assignments, it was found that some students still had difficulty following assignments that were unclear or had never been experienced before (Hartono et al, 2022;Snow et al, 2020). In addition, students also sometimes became confused if the instructions given were not clear.…”

Section: Discussionmentioning

confidence: 99%

“…Fluency in speaking is a person's ability to produce meaningful speech confidently without any significant obstacles. In addition, fluency is also defined as the use of speaking skills spontaneously, fluently, and comprehensively without any significant errors that interfere with the interlocutor's understanding (Hartono et al, 2022;Snow et al, 2020). Fluency is also defined as the ability to put parts of speech together with the least hesitation or inhibition (Skoura-Kirk et al, 2021).…”

Section: Teaching Speaking Skillsmentioning

confidence: 99%

“…Good interactions among people are based on good communication skills in relating to the other person. Language teachers thus have a crucial role in facilitating students' ability to speak both in and beyond the classroom (Hartono et al, 2022;Ulupinar, 2018). In addition, speaking activities in class will also lead to feedback from the teacher for improving the quality of the speaking (Williams et al, 2019).…”

Section: Teaching Speaking Skillsmentioning

confidence: 99%

“…In addition, speaking activities in class will also lead to feedback from the teacher for improving the quality of the speaking (Williams et al, 2019). If the teaching class gives students increased opportunities to speak, students will have more opportunities to use the language components stored in their memory and will use their language skills more fluently (Hartono et al, 2022;Hadianto et al, 2021Hadianto et al, , 2022. This situation can encourage students to use language independently while increasing their ability to use words, phrases and sentences seamlessly without hesitation or requiring much thinking.…”

Section: Teaching Speaking Skillsmentioning

confidence: 99%

See 4 more Smart Citations

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

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The aim of this study was to investigate the effect of using the gap task of opinion, reasoning and information on speaking skills at the secondary school level. This study used a quasi-experimental research method involving 352 students. The three experimental groups received treatment with gaps in opinion, reasoning, and information gap tasks. All groups were examined for their initial speaking ability. The experimental group was given an intervention with gaps in opinion, reasoning, and information while the control group was given a traditional intervention to improve speaking ability. After the intervention had been carried out, all groups were examined for their speaking ability. Data analysis was performed using one-way ANOVA. The results indicated that the experimental groups showed a significant increase in speaking ability compared to students in the control group in the post-test phase. Intervention from giving the gap task of opinion, reasoning, and information is more effective for improving speaking skills. Three assignments of opinion gaps, reasoning, and information can improve students' speaking fluency. Of the three assignments, the information gap assignment provides the most significant contribution compared to the gap of opinion and reasoning tasks because the instructions in the information gap task are more varied and more intensive in encouraging students to interact in various contexts. Based on these findings, the researcher recommends designing materials by creating assignments that contain gaps in opinions, reasoning, and information to achieve learning objectives.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Teaching Speaking Skillsmentioning

confidence: 99%

Section: Teaching Speaking Skillsmentioning

confidence: 99%

Section: Teaching Speaking Skillsmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

EFL University students' perception of immediate oral corrective feedback in two Costa Rican private institutions

Ferreiro Santamaría

2023

DIGILEC Rev Int Leng Cult

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In recent years there has been extensive research focusing on oral corrective feedback (OCF), a key aspect of English as a second/foreign language (ESL/EFL) learning mostly focused on the linguists’ and teachers’ perspective. On the other hand, very little has been done to know the learners’ perspective. The aim of this investigation was to gather students’ point of view of oral corrective feedback given by teachers in EFL courses at two private universities from San Jose, Costa Rica. This research is descriptive, cross-sectional, and quantitative in nature. For the data collection, an on-line questionnaire was created which was answered voluntarily by 160 adult students from the levels 1 and 2 (corresponding to A1/A2 CEFR classification) the EFL program from these universities. Participants were interrogated on their general attitude towards corrective feedback and whether they considered it to be important for their learning process, the frequency with which they like to receive feedback, which type of errors they consider should be corrected and the preference of error correction type. The obtained results demonstrate positive perceptions regarding the feedback received from teachers on all types of errors. Learners expect to receive immediate CF as they consider this to be an important part of the learning process. The participants expressed a desire to be corrected in all grammar, vocabulary and pronunciation deviances. The preferred method of corrective feedback was explicit correction, followed by recast and clarification; metalinguistic correction and non-verbal cues were the least liked.

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The Effect of Feedback Styles on Students’ Willingness to Communicate in English

Warrick

2024

WORLDCRE

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This study looks at the effect of instructor directed feedback and peer directed feedback in a university-level English discussion class on students’ willingness to communicate in English. Willingness to communicate (WTC) in another language reflects the extent a person will readily use a second language in a variety of contexts and can be influenced by both individual character traits, the social situation, and perceptions of one’s own second language ability. Both instructor lead feedback and peer lead feedback can improve students’ WTC in a foreign language, and to determine which mode of feedback is best suited to this purpose, an experiment was conducted using groups of first-year English Discussion classes. During regular class periods, either instructor lead feedback sessions or peer lead feedback sessions were conducted across two distinct sets of classes. To evaluate the effectiveness of these feedback styles in improving students’ WTC in English, the results of WTC pre-test and post-test surveys were compared across both sets of classes. Results showed that there was no significant improvement in WTC for the group that received instructor lead feedback, while the improvement in WTC for the student lead feedback group was statistically significant. These results suggest that student directed feedback is superior with regards to increasing learners’ WTC in English.

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The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain:A Study on EFL Speech Production

Cited by 4 publications

References 9 publications

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

EFL University students' perception of immediate oral corrective feedback in two Costa Rican private institutions

The Effect of Feedback Styles on Students’ Willingness to Communicate in English

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