A Comparative Study of Different Types of Oral Error Correction Used by Native and Non-Native EFL Teachers Across Elementary and Advanced Levels
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Alireza Asltaleb Maghferat
1
,
Shahabaddin Behtary
2
1 - Ph.D. Candidate in TEFL, Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz University, Tabriz, Iran
2 - Ph.D. Candidate in TEFL, Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz University, Tabriz, Iran
کلید واژه: corrective feedback, error correction, native/non-native EFL teachers, peer correction, self-correction, teacher correction,
چکیده مقاله :
The current study aimed to explore native and non-native EFL teachers’ use of different types of oral error correction across elementary and advanced-level classrooms. To this end, two female EFL teachers, namely, one native and one non-native from two language institutes in South Korea and Iran, were invited online to participate in the study based on availability/convenience sampling. Three successive sessions of their elementary and advanced level classrooms (each session lasting 90 minutes) were audio-recorded, totaling 18 hours of recording. The recorded data were coded deductively based on the techniques offered by Walz (1982) for offering error correction in terms of participatory structure. The results revealed that three types of oral error correction, namely, self-, peer, and teacher correction, were used. Among these, both native and non-native teachers employed teacher correction and self-correction the most across elementary and advanced levels, respectively. The results imply that teacher correction should be utilized to foster support and confidence in lower-level learners, while self-correction promotes autonomy and active engagement in higher-level learners.
The current study aimed to explore native and non-native EFL teachers’ use of different types of oral error correction across elementary and advanced-level classrooms. To this end, two female EFL teachers, namely, one native and one non-native from two language institutes in South Korea and Iran, were invited online to participate in the study based on availability/convenience sampling. Three successive sessions of their elementary and advanced level classrooms (each session lasting 90 minutes) were audio-recorded, totaling 18 hours of recording. The recorded data were coded deductively based on the techniques offered by Walz (1982) for offering error correction in terms of participatory structure. The results revealed that three types of oral error correction, namely, self-, peer, and teacher correction, were used. Among these, both native and non-native teachers employed teacher correction and self-correction the most across elementary and advanced levels, respectively. The results imply that teacher correction should be utilized to foster support and confidence in lower-level learners, while self-correction promotes autonomy and active engagement in higher-level learners.
Aghajani, M., & Zoghipour, M. (2018). The comparative effect of online self-correction, peer-correction, and teacher correction in descriptive writing tasks on intermediate EFL learners’ grammar knowledge the prospect of mobile assisted language learning (MALL). International Journal of Applied Linguistics and English Literature, 7(3), 14-22. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.14
Ahangari, S. (2014). The effect of self, peer, and teacher correction on the pronunciation improvement of Iranian EFL learners. Advances in Language and Literary Studies, 5(1), 81-88. DOI:10.7575/aiac.alls.v.5n.1p.81
Alkhammash, R., & Gulnaz, D. (2019). Oral corrective feedback techniques: An investigation of the EFL teachers' beliefs and practices at Taif University. Arab World English Journal (AWEJ), 10(2), 40-54. https://dx.doi.org/10.24093/awej/vol10no2.4
Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28(4), 543-574. https://doi.org/10.1017/S0272263106060268
Anderson, J. (1985). Cognitive psychology and its implications. Freeman.
Bartram, M. & Walton, R. (1991). Correction: A positive approach to language mistakes. Language Teaching Publications.
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21(4), 348-363. https://doi.org/10.1016/j.jslw.2012.09.006
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. https://doi.org/10.1016/S1060-3743(03)00038-9
DeKeyser, R. (2007). Skill acquisition theory. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 97-113). Routledge.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19(1), 18-41. https://doi.org/10.1075/aila.19.04ell
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Fakzali, Ö. (2018). Exploring the use of oral corrective feedback in Turkish EFL classrooms: A case study at a state university. Kastamonu Education Journal, 26(6), 2177-2187. https://doi.org/10.24106/kefdergi.2971
Fan, N. (2019). An investigation of oral corrective feedback in an ESL listening and speaking class. Journal of Language Teaching and Research, 10(1), 197-203. http://dx.doi.org/10.17507/jltr.1001.22
Ganji, M. (2009). Teacher-correction, peer-correction, and self-correction: Their impacts on Iranian students' IELTS essay writing performance. Journal of Asia TEFL, 6(1), 117-139. http://2wc8l5.ttu.cc
Gholami, L. (2024). Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors. Language Teaching Research, 28(3), 860-893. https://doi.org/10.1177/13621688211021560
Gitsaki, C., & Althobaiti, N. (2010). ESL teachers' use of corrective feedback and its effect on learners' uptake. Journal of Asia TEFL, 7(1), 197-219. https://www.academia.edu/download/82177343/download_pdf.pdf
Hattie, J., & Timperley, H (2007). The power of feedback. Review of Educational Research, 77(1), 88-112. https://doi.org/10.3102/003465430298487
Havranek, G., & Censik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA Yearbook, 1(1), 99-122. https://doi.org/10.1075/eurosla.1.10hav
Irfani, B. (2023). Indonesian EFL students' and teachers' beliefs, preferences and practices of oral corrective feedback in the classroom context: a sociocultural perspective [Unpublished doctoral dissertation]. Queen's University Belfast.
Kachru, B. B. (1992). World Englishes: Approaches, issues, and resources. Language Teaching, 25(1), 1-14. https://doi.org/10.1017/S0261444800006583
Kennedy, S. (2010). Corrective feedback for learners of varied proficiency levels: A teacher's choices. TESL CANADA Journal, 27(2), 31-50. https://doi.org/10.18806/tesl.v27i2.1054
Kim, K. (2015). Similarities and differences between teachers’ and students’ views on corrective feedback–Korean context. The Bridge: Journal of Educational Research-Informed Practice, 2(3), 42-70.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. https://doi.org/10.1017/S0272263197001034
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40. https://doi.org/10.1017/S0261444812000365
Méndez, E. H., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers’ Professional Development, 14(2), 63-75. https://files.eric.ed.gov/fulltext/EJ1051538.pdf
Pratiwi, A., Setyono, B., & Sundari, S. (2023). Exploring oral corrective feedback in the context of teaching speaking in an Indonesian senior high school. Internatinal Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(1), 104-113. http://www.ijlrhss.com/paper/volume-6-issue-1/17-HSS-1687.pdf
Pienemann, M. (1998). Language processing and second language development: Processability theory. John Benjamins.
Pienemann, M. (2007). Processability theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 137-154). Erlbaum. https://doi.org/10.4324/9780203628942
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In R. M. Dekeyser (Ed.), Practice in second language: Perspectives from applied linguistics and cognitive psychology (pp. 141-160). Cambridge University Press.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003
Rydahl, S. (2006). Oral feedback in the English classroom: Teachers’ thoughts and awareness [Doctoral dissertation]. Karlstad University.
Sato, M. (2017). Oral peer corrective feedback: Multiple theoretical perspectives. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, application, implications (pp. 19-34). Routledge.
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147-163. https://doi.org/10.1017/S0272263100011931
Seliger, H., & Long, M. (1983). Classroom-oriented research in second languages. Mewbury Hourse.
Shirkhani, S., & Tajeddin, Z. (2016). L2 teachers’ explicit and implicit corrective feedback and its linguistic focus. Iranian Journal of Applied Linguistics, 19(1), 181-206. https://dx.doi.org/10.18869/acadpub.ijal.19.1.181
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 593-610). Routledge.
Tomkova, G. (2013). Error correction in spoken practice [Unpublished master’s thesis]. Masaryk University.
Tran, N. K., & Nguyen, C. T. (2020). Teachers’ perceptions about oral corrective feedback in EFL speaking classes: A case at colleges in the Mekong Delta, Vietnam. European Journal of Foreign Language Teaching, 5(2), 18-31. http://dx.doi.org/10.46827/ejfl.v5i2.3322
Tresta, F. W., & Gunawan, W. (2018). Explicit Correction in Scaffolding Students: A Case of Learning Spoken English. Applied Linguistics and the Second English Language Teaching and Technology in Language Pedagogy and Use, 153-159. http://dx.doi.org/10.5220/0007163701530159
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Harvard University.
Walz, J. C. (1982). Error correction techniques for the foreign language classroom. Language in education: Theory and practice. Center for Applied Linguistics.
Wang, Y. (2023). Peer Corrective Feedback: A Review of Its Unique Contributions to Enhancing Second Language Development. International Journal of New Developments in Education, 8(5), 50-54. https://doi.org/10.25236/IJNDE.2023.050809
Zoghi, A., & Nikoopour, J. (2014). The interface of error types, teacher’s feedback, and students’ uptake. International Journal of Applied Linguistics and English Literature, 3(1), 54-62. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.54
