An On-line Questionnaire Survey on Students’ Views and Teachers’ Practices in Corrective Feedback in Teaching Chinese to Speakers of Other Languages
Keywords:
CF, TCSOL, students’ views, teachers’ practices, efficacy
Abstract
By conducting an on-line questionnaire survey, the article compared 97 international students’ views with 23 Chinese teachers’ practices on 8 issues in corrective feedback (CF) in teaching Chinese to speakers of other languages (TCSOL). Results revealed that students’ views and teachers’ practices conformed to each other in cognition of committing verbal errors, and in whether to correct; that they were mostly incongruent with each other in what to correct; that they were congruent with each other in peer correction, but not in teachers’ correction or self-correction; that they coincided with each other in indirect correction, but not in direct one, nor in immediate correction or the maximum correction frequency in one class; and that CF mainly generated positive psychological effects and better learning on students, but its pedagogical efficacy was not evidently approved by the teachers. This research aimed at gaining a deeper insight into the effectiveness of CF in TCSOL to improve the quality of TCSOL.
References
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Masantiah, C., Pasiphol, S., & Tangdhanakanond, K. (2018). Student and feedback: Which type of feedback is preferable? Kasetsart Journal of Social Sciences, 1-6. https://doi.org/10.1016/j. kjss. 2018. 07.020
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.
Omidpour, E., & Bavali, M. (2017). The relationship between frequency of oral corrective feedback and identity processing style among Iranian EFL teachers. Journal of Studies in Learning and Teaching English, 6(1), 23-45.
Pyke, J. G., & Sherlock, J. J. (2010). A closer look at instructor-student feedback online: A case study analysis of the types and frequency. MERLOT Journal of Online Learning and Teaching, 6(1), 110-121.
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press, 141-160. https://doi.org/10.1017/CBO9780511667275.009
Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. https://doi.org/10.1111/j.1540-4781.2013.12035.x
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306. https://doi.org/10.1016/j.jslw.2013.03.011
Suh, B. (2014). The effectiveness of direct and indirect coded written feedback in English as a foreign language. Second Language Research, 50(3), 795-814.
Tanveer, A., Malghani, M., Khosa, D., & Khosa. M. (2018). Efficacy of written Corrective feedback as a tool to reduce learners’ errors on L2 writing. International Journal of English Linguistics, 8(5), 166-180. https://doi.org/10.5539/ijel.v8n5p166
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272. https://doi.org/10.1016/j.jslw.2007.06.003
VanPatten, B., Smith, M., & Benati, A. G. (2020). Key Questions in Second Language Acquisition. Cambridge/ New York/Port Melbourne/New Delhi / Singapore: Cambridge University Press. https://doi.org/10.1017/9781108761529
Xuan, V. H., & Murray J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 1-31. https://doi.org/10.1177/ 1362168820931897
Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17(1), 78-93. https://doi.org/10.2167/la429.0
Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429-439. https://doi.org/10.1016/j.system.2014.01.012
Zhu, Y., & Wang, B. L. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: A large-scale survey, Language Awareness, 28(2), 139-161. https://doi.org/10.1080/09658416.2019.1620755
Amara, N. (2015). Errors correction in foreign language teaching. The Online Journal of New Horizons in Education, 5(3), 58-68.
Baleghizadeh, S., & Dadashi, M. (2011). The effect of direct and indirect corrective feedback on students’ spelling errors. Profile, Bogotá, Colombia, 13(1), 129-137.
Burt, K. M. (1975). Error analysis in the adult EFL classroom. TESOL Quarterly, 9, 53-63. https://doi.org/10.2307/3586012
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
Cinkara, E., & Galaly, F. J. (2018). EFL students’ and teachers’ attitudes towards written Feedback in writing classes: A case of Iraqi high-schools. I-manager’s Journal on English Language Teaching, 8(1), 44-55. https://doi.org/10.26634/jelt.8.1.13947
Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System, 84, 41-52. https://doi.org/10.1016/j.system.2019.04.003
Ellis, R. (2009). Corrective feedback and teacher development, L2 Journal, 1, 3-18. https://doi.org/10.5070/l2.v1i1.9054
Ellis, R., Loewen, S., & Erlam, R. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Clevedon, North Somerset: United Kingdom: Multilingual Matters. https://doi.org/10.21832/9781847691767-016
Fu, T. F., & Nassaji, H. (2016). Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom. Studies in Second Language Learning and Teaching, 6(1), 159-181. https://doi.org/doi: 10.14746/ssllt.2016.6.1.8
Ghabanchi, Z., & Meidani, E. N. (2012). Beliefs about language learning and strategy use: The case of Iranian non-English majors. World Journal of English Language, 2(1), 21-30. https://doi.org/10.5430/wjel.v2n1p21
Hendrickson, J. M. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62(8), 387-398. https://doi.org/10.1111/j.1540-4781.1978.tb02409.x
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333-340. https://doi.org/10.1111/j.1944-9720.1985.tb01811.x
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72(3), 283-294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x
Kang, E. Y., & Han, Z. H. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18. https://doi.org/10.1111/modl.12189
Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519-539. https://doi.org/10.1177/1362168818802469
Kim, Y. J., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176-199. https://doi.org/10.1111/flan.12443
Li, S. F. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
Li, S., Zhu, Y., & Ellis. R. (2016). The Effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276-295. https://doi.org/10.1111/modl.12315
Loewen, S., Li, S. F., FEI, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. Q. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104. https://doi.org/10.1111/j.1540-4781.2009.00830.x
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 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
Maleki, N. A., & Asl, H. D. (2015). A comparison study of the effects of implicit and explicit corrective feedback on EFL learners levels of grammatical accuracy. English Literature & Language Review, 2(8), 82-88.
Masantiah, C., Pasiphol, S., & Tangdhanakanond, K. (2018). Student and feedback: Which type of feedback is preferable? Kasetsart Journal of Social Sciences, 1-6. https://doi.org/10.1016/j. kjss. 2018. 07.020
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.
Omidpour, E., & Bavali, M. (2017). The relationship between frequency of oral corrective feedback and identity processing style among Iranian EFL teachers. Journal of Studies in Learning and Teaching English, 6(1), 23-45.
Pyke, J. G., & Sherlock, J. J. (2010). A closer look at instructor-student feedback online: A case study analysis of the types and frequency. MERLOT Journal of Online Learning and Teaching, 6(1), 110-121.
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press, 141-160. https://doi.org/10.1017/CBO9780511667275.009
Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. https://doi.org/10.1111/j.1540-4781.2013.12035.x
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306. https://doi.org/10.1016/j.jslw.2013.03.011
Suh, B. (2014). The effectiveness of direct and indirect coded written feedback in English as a foreign language. Second Language Research, 50(3), 795-814.
Tanveer, A., Malghani, M., Khosa, D., & Khosa. M. (2018). Efficacy of written Corrective feedback as a tool to reduce learners’ errors on L2 writing. International Journal of English Linguistics, 8(5), 166-180. https://doi.org/10.5539/ijel.v8n5p166
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272. https://doi.org/10.1016/j.jslw.2007.06.003
VanPatten, B., Smith, M., & Benati, A. G. (2020). Key Questions in Second Language Acquisition. Cambridge/ New York/Port Melbourne/New Delhi / Singapore: Cambridge University Press. https://doi.org/10.1017/9781108761529
Xuan, V. H., & Murray J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 1-31. https://doi.org/10.1177/ 1362168820931897
Yoshida, R. (2008). Teachers’ choice and learners’ preference of corrective feedback types. Language Awareness, 17(1), 78-93. https://doi.org/10.2167/la429.0
Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429-439. https://doi.org/10.1016/j.system.2014.01.012
Zhu, Y., & Wang, B. L. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: A large-scale survey, Language Awareness, 28(2), 139-161. https://doi.org/10.1080/09658416.2019.1620755
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2021-01-06
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