Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate
DOI:
https://doi.org/10.30595/jssh.v2i2.2953Abstract
Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.References
Ahmad, I., Saeed, M., & Salam, M. (2013). Effect of Corrective Feedback on Academic Achievements of Students: Case of Government Secondary Schools in Pakistan. International Journal of Science and Research, 2(1). Retrived from www.ijsr.net
Agudo, J. (2012). Investigating Spanish EFL Students’ Belief and Preferences Regarding the Effectiveness of Corrective Feedback. International Journal of Humanities and Social Science, 2 (19).
Ahyan, U., Arikan, M., & Akbarov, A. (2011). Positive Impact of Corrective Feedback in SLA. 1st International Conference on Foreign Language Teaching and Applied Linguistics. Retrieved from eprints.ibu.edu.ba
Ary, et al. (2010). Introduction to Research in Education. Belmont: Wadsworth.
Brown, D. H. (2007). Principles of Language Learning and Teaching. New York: Pearson Education Inc.
Chen, S., Nassaji, H., & Liu, O. (2016). EFL Learners’ Perceptions and Preferences Of Written Corrective Feedback: A Case Study Of University Students From Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(5). Retrieved from link.springer.com/article/10.1186/s40862-016-0010-y.
Chu, R. (2011). Effects of Teacher’s Corrective Feedback on Accuracy in the Oral English of English-Majors College Students. Theory and Practice in Language Studies, 1 (5). Retrieved from www.academypublication.com/issues/past/tpls/vol01/05/03.pdf.
Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (2nd). London: SAGE Publications, Inc.
Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th). London: SAGE Publications, Inc.
Dilans, G. (2015). Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities practice. Language Teaching Research, 1-19. DOI: 10.1177/1362168815584454
Dornyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. New York: Routledge.
Eini, M., Gorjian, B., & Pazhakh, A. (2013). The Effect of Corrective Feedback Modalities on Second Language Post-Speaking Activities among Iranian Pre-intermediate EFL Learners. Advance in Asian Social Science, 4 (2). Retrieved from www.worldsciencepublisher.org.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. West Sussex: John Wiley & Sons, Inc.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar. Studies of Second Language Acquisition, 28, 339-368.
Ellis, R. (2013). Corrective Feedback in Teacher Guides and SLA. Iranian Journal of Language Teaching Research, 1 (3). Retrieved from www.urmia.ac.ir/ijltr.
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed). Essex, UK: Pearson Education.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed). Essex, UK: Pearson Education.
Li, S. (2013). The Interface between Feedback Type, L2 Proficiency, and the Nature of the Linguistic Target. Language Teaching Research, 0(0) 1-24. Retrieved from Itr.sagepub.com
Macintyre, P. D. (2007). Willingness to Communicate in the Second Language: Understanding the Decision to Speak as A Volitional Process. The modern language journal, 91 (4), 564-576. doi: 10.1111/j.1540-4781.2007.00623.x
Martinez, J. (2013). An Investigation into How EFL Learners Emotionally Respond to Teachers’ Oral Corrective Feedback. Colombian Applied Linguistics Journal, 15 (2), 265-278. doi: http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2
Mendez, E., & Cruz, M. (2012). Teachers’ Perception about Oral Corrective Feedback and Their Practice in EFL Classrooms. PROFILE, 14 (2).
Naziri, I., & Haghverdi, H. (2014). The Effect of Corrective Feedback on Iranian EFL Learners’ Pronunciation: The Case of /v/ w/. Indian Journal of Fundamental and Applied Life Science, 4 (4), 925-935. Retrieved from www.cibtech.org/sp.ed/jls/2014/04/jls.htm.
Pfanner, N. I. (2015). Teacher Corrective Oral Feedback in the Classroom. Journal of Language and Education, 1 (2), 46-55.
Rashidi, A., Basiro, S. R., & Motlaq, H. S. (2016). The Effect of Corrective Feedback Strategy Types on Iranian EFL Learner’s Willingness to Communicate. The Caspian Sea Journal, 10 (1), 56-65. Retrieved from csjonline.org/CSJ/2016/Supp3/56-65.pdf
Rezaei, S., Mozaffari, F., & Hatef, A. (2011). Corrective feedback in SLA: Classroom Practice and Future Directions. International journal of English Linguistics, 1 (1), 21-29. doi: http://dx.doi.org/10.5539/ijel.v1n1p21
Shabani, K., F Safari.(2016). The Effect of Immediate and Delayed Error Correction on Accuracy of Iranian EFL Learners’ Oral Production. Journal of Studies in Education. 6 (3). DOI: 10.5296/jse.v6i3.8915
Taipale, P. (2012). Oral Errors, Corrective Feedback and Learner Uptake in an EFL Setting. Published Thesis. University of Jyvaskyla. Retrieved from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37544/URN_NBN_fi_jyu-201203121409.pdf;sequence=4.
Yang, J. (2016). Learners’ Oral Corrective Feedback Preferences in Relation to their Cultural Background, Proficiency Level, and Types of Error. System 61. Retrieved from www.elseiver.com/locate/system.
Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed). California: SAGE Publications, Inc.
Zohrabi, K., & Ehsani, F. (2014). The Role of Implicit and Explicit Corrective Feedback in Persian Speaking EFL Learners’ Awareness of and Accuracy in English Grammar. Procedia – Social and Behavioral Sciences 98, 2018-2024.Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Lailatus Sa'adah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement 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 or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
JSSH (Jurnal Sains Sosial dan Humaniora) is licensed under a Creative Commons Attribution 4.0 International License.
