Pre-Service Teacher Performance and High-School Student Uptake of Oral Corrective Feedback in EFL Classes in Da Nang
DOI:
https://doi.org/10.54855/ijte.22227Keywords:
oral corrective feedback, types, timing, target errors, student uptake, EFL pre-service teachers, high-school students.Abstract
The study investigates how pre-service EFL teachers at the University of Foreign Language Studies – the University of Danang (UFLS – UD) perceive and perform oral corrective feedback (OCF); as well as how high-school students respond to OCF. The questionnaire was given to a random group of 32 pre-service teachers, ten classroom observations were made, and five trainees were interviewed. The results demonstrate the types, timing, and target errors of OCF given to learners by novice teachers. Furthermore, despite some matches and mismatches between perception and in-class practices of OCF types, the majority of trainee teachers were aware of the significance and efficiency of correcting verbal errors. As a result, while there were some cases of needs-repair or no uptake produced by learners, successful repairs recorded predominated. The study concludes with practical recommendations to promote future EFL teachers' feedback-giving practices at UFLS-UD in enhancing their professional growth and students' speaking performances at high schools in Danang.References
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1). https://doi:10.5070/l2.v1i1.9054
Gurzynski-Weiss, L. (2010). Factors influencing oral corrective feedback provision in the Spanish foreign language classroom: Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. Georgetown University.
Ha, X. V., & Murray, J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research. https://doi.org/10.1177/1362168820931897
Hanh, P., & Tho, P. (2018). Oral corrective feedback in EFL/ESL classrooms: classification models. VNU Journal of Foreign Studies, 34(5), 40-48. https://doi:10.25073/2525-2445/vnufs.4301
Hernández Méndez, E., & 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.
Huong, L. (2020). Matches And Mismatches Between Efl Teachers’ And Students’ Preferences For Corrective Feedback In English Speaking Classes At A Vietnamese University. VNU Journal Of Foreign Studies, 36(1). doi:10.25073/2525-2445/vnufs.4505
Islam, W., Ahmad, S., & Islam, M. D. (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47–65. https://doi.org/10.54855/ijte.22223
Linh, Đ. M. (2018). The Effectiveness of Indirect Written Corrective Feedback as Perceived By Teachers and Students of a Public University in Vietnam. International Journal of Education and Literacy Studies, 6(4), 152-162.
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.
Ölmezer-Öztürk, E., & Öztürk, G. (2016). Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students. Novitas-ROYAL (Research on Youth and Language), 10(2), 113-133.
Paul Margolis, D. (2011). Handling Oral Error Feedback in Language Classrooms. Minne: Witesol.
Phuong, T. T. B., & Huan, N. B. (2018). Teacher corrective feedback on students’ speaking performance and their uptake in EFL classes. European Journal of Foreign Language Teaching, 3(3), 110–131. https://doi.org/10.5281/zenodo.1321246
Quinn, P. (2014). Delayed versus immediate corrective feedback on orally produced passive errors in English (Doctoral dissertation, University of Toronto). http://hdl.handle.net/1807/65728
Roothooft, H. (2014). Oral Corrective Feedback: Its effects on the acquisition of English, teaching practices and teachers’ and students’ beliefs. https://hdl.handle.net/10171/40462
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300.
Teh, W. (2021). Communicative Language Teaching (CLT) in The Context of Online Learning: A Literature Review. International Journal of TESOL & Education, 1(2), 65–71. Retrieved from https://i-jte.org/index.php/journal/article/view/23
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Uyen Thi Phuong Nguyen, Uyen Pham Thanh Nguyen
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
How to Cite
