Written Corrective Feedback in the EFL Classroom. Types and Usage PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Written Corrective Feedback in the EFL Classroom. Types and Usage PDF full book. Access full book title Written Corrective Feedback in the EFL Classroom. Types and Usage by Sven Frueh. Download full books in PDF and EPUB format.
Author: Sven Frueh
Publisher: GRIN Verlag
ISBN: 3346383326
Category : Foreign Language Study
Languages : en
Pages : 32
Get Book
Book Description
Seminar paper from the year 2020 in the subject Didactics for the subject English - Miscellaneous, grade: 1, , language: English, abstract: This paper explores the types and the effects of written corrective feedback in the EFL classroom. Moreover, illuminative examples of written CF will be presented and discussed based on the findings. The examples are taken from a corpus of a variety of texts written by EFL students attending a pre-vocational school in Austria. Corrective feedback (CF), hence, the way educators provide feedback on the second language (L2) learners’ errors in hopes of helping them improve their accuracy, has been a highly contested area of research that brings about a phenomenal level of interest from both teachers and researchers alike. Regardless of the interest and research into this field, many questions central to L2 development are yet to be answered unequivocally. Therefore, educators around the world still have to rely on experience, intuition, and expectations of students and parents for the production of written corrective feedback. Ellis argues that the biggest hurdle for re-searchers is designing written CF studies that investigate the effectiveness and impact of different types of CF systemically. Nevertheless, identifying and evaluating written CF options is an important element for reasonable decision-making in the L2 classroom.
Author: Sven Frueh
Publisher: GRIN Verlag
ISBN: 3346383326
Category : Foreign Language Study
Languages : en
Pages : 32
Get Book
Book Description
Seminar paper from the year 2020 in the subject Didactics for the subject English - Miscellaneous, grade: 1, , language: English, abstract: This paper explores the types and the effects of written corrective feedback in the EFL classroom. Moreover, illuminative examples of written CF will be presented and discussed based on the findings. The examples are taken from a corpus of a variety of texts written by EFL students attending a pre-vocational school in Austria. Corrective feedback (CF), hence, the way educators provide feedback on the second language (L2) learners’ errors in hopes of helping them improve their accuracy, has been a highly contested area of research that brings about a phenomenal level of interest from both teachers and researchers alike. Regardless of the interest and research into this field, many questions central to L2 development are yet to be answered unequivocally. Therefore, educators around the world still have to rely on experience, intuition, and expectations of students and parents for the production of written corrective feedback. Ellis argues that the biggest hurdle for re-searchers is designing written CF studies that investigate the effectiveness and impact of different types of CF systemically. Nevertheless, identifying and evaluating written CF options is an important element for reasonable decision-making in the L2 classroom.
Author: Hossein Nassaji
Publisher: Routledge
ISBN: 1317219937
Category : Foreign Language Study
Languages : en
Pages : 190
Get Book
Book Description
Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.
Author: John Bitchener
Publisher: Routledge
ISBN: 113683608X
Category : Education
Languages : en
Pages : 242
Get Book
Book Description
What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.
Author: Ken Hyland
Publisher: Cambridge University Press
ISBN: 1108425070
Category : Computers
Languages : en
Pages : 331
Get Book
Book Description
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Author: Clarissa Schaffer
Publisher: GRIN Verlag
ISBN: 334623603X
Category : Foreign Language Study
Languages : en
Pages : 86
Get Book
Book Description
Master's Thesis from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,1, University of Bonn, language: English, abstract: This master thesis examines the research question "In how far is oral corrective feedback given in forms- and message-focused phases in the EFL classroom?" and is based on observations of three classes in year 5, three classes in year 7 and three classes in year 10 (10 h each). Information is given on the following sub-research questions: To what extent does oral corrective feedback take place in forms- and message-focused phases? What types of OCF are used in forms- and message-focused phases? To what extent does OCF take place in classes of younger EFL learners and in classes of older EFL learners in forms- and message-focused phases? What types of OCF are used concerning students of different ages in forms- and messagefocused phases? To what extent do teacher preferences concerning different OCF types exist in forms- and message-focused phases? “The greatest mistake you can make in life is to be continually fearing you will make one” (Hubbard, 1927). This statement does not only refer to the behaviour of many people in their daily lives, it does also especially refer to students in English as a foreign language (EFL) classrooms who rather do not participate during lessons than risk making an error or a mistake as they are afraid of losing their face (cf. Decke-Cornill & Küster, 2015). However, errors and mistakes are of high importance from a diagnostic point of view as they hint at the current level of students, their course of the learning process, their success or failure of their learning strategies as well as what type of support they might need (cf. Kieweg, 2007; Vetter, 2007; Haß, 2017). And even further, students are also in need of feedback to check their own ability in the foreign language and not to consolidate erroneous grammatical structures, vocabs or an incorrect pronunciation (cf. Timm, 2009). Hence, whenever an oral error or mistake occurs in the EFL classroom, teachers have to deal with the situation by deciding whether the specific error or mistake should be corrected or not and if so, how it should be corrected to support the learning process of the student without inhibiting him or her on an emotional level. Therefore, the topic of oral corrective feedback (OCF) is relevant for all EFL teachers and their daily practice in class.
Author: Hossein Nassaji
Publisher: Cambridge University Press
ISBN: 110866203X
Category : Language Arts & Disciplines
Languages : en
Pages : 979
Get Book
Book Description
Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Author: Sahbi Hidri
Publisher: Springer
ISBN: 3319985337
Category : Language Arts & Disciplines
Languages : en
Pages : 716
Get Book
Book Description
This edited collection examines a range of English Language Teaching (ELT) research in the Middle East and North Africa (MENA). While the MENA context has witnessed considerable change in recent years, it has so far been under-represented in ELT research at both the regional and the international level. This book aims to fill that gap by surveying the current state of the field, examining in detail a range of issues and concepts, and suggesting future directions for further research. It will be of interest to ELT researchers and practitioners in general - not just those based in MENA contexts themselves.
Author: Zouhaiyr Ezzahouani
Publisher:
ISBN: 9783346073822
Category :
Languages : de
Pages : 68
Get Book
Book Description
Research Paper (postgraduate) from the year 2018 in the subject Didactics - English - Pedagogy, Literature Studies, Sultan Moulay Sliman University, language: English, abstract: The study in this research paper longitudinally examines the effectiveness of direct written Corrective Feedback (CF), with written meta-linguistic explanation, and indirect coded written CF in helping EFL students to improve their writing accuracy regarding the use of past simple and present perfect tenses. 38 intermediate EFL students at Sultan Moulay Slimane University in Beni Mellal, Morocco, participated in the study. They underwent a pre-test and an immediate post-test (the treatment) over a period of two weeks. During this period, the participants were divided into three groups; the first group received direct CF, with written meta-linguistic explanation; the second group received indirect coded CF while the third group was a control group; therefore, it did not receive any feedback. The first question of the study found that written CF was effective since the treatment groups outperformed the control group in the post-test with a mean difference of (MD= 2,01%). The second question of the study, in turn, revealed that indirect coded CF was more effective than direct CF accompanied with written meta-linguistic explanation. The indirect CF group exceeded the one received direct CF in the post test with a mean difference of (MD= 3,9%). Due to time constraints, it was not possible to administer a delayed post-test. Therefore, an interview was held with four participants from the experimental groups to support the findings of the second research question. The interview revealed that indirect coded CF provokes students' problem-solving skills. Therefore, the participants believe that this type of feedback is likely to be retained for future situations. Based on these findings, some recommendations were suggested at the end of the fourth chapter.
Author: John Bitchener
Publisher: Multilingual Matters
ISBN: 1783095067
Category : Language Arts & Disciplines
Languages : en
Pages : 183
Get Book
Book Description
Written corrective feedback (CF) is a written response to a linguistic error that has been made in the writing of a text by a second language (L2) learner. This book aims to further our understanding of whether or not written CF has the potential to facilitate L2 development over time. Chapters draw on cognitive and sociocultural theoretical perspectives and review empirical research to determine whether or not, and the extent to which, written CF has been found to assist L2 development. Cognitive processing conditions are considered in the examination of its effectiveness, as well as context-related and individual learner factors or variables that have been hypothesised and shown to facilitate or impede the effectiveness of written CF for L2 development.
Author: Alison Mackey
Publisher: Oxford University Press
ISBN: 0194423123
Category : Study Aids
Languages : en
Pages : 482
Get Book
Book Description
This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.
