TEACHERS’ AND STUDENTS’ PERSPECTIVES TO THE IMPACT OF ORAL CORRECTIVE FEEDBACK ON STUDENT’S SPEAKING PROFICIENCY IN ENGLISH SPEAKING CLASSES
Main Article Content
Abstract
Helping students to promote their communication skills in this globalized world is one of teachers’ main concerns in English teaching. The ways that teachers give oral corrective feedback (OCF) to students’ errors also have influenced students’ language proficiency improvement. There has been some research on how teachers and students perceive OCF in language classrooms, but little has been conducted on teachers’ and students’ perceptions of the impact of OCF on students’ speaking ability through the lens of sociocultural theory. This qualitative study investigates teachers’ and students’ perspectives regarding the impact of OCF on student’s speaking proficiency in English speaking classes at the tertiary level in Vietnam. Data were gathered from five semi-structured interviews with five EFL teachers and five focus group interviews with 35 first-year students. Findings showed teachers' and students’ support of the impact of OCF on helping students to notice their errors, to be more responsible for their own study, and to increase students’ learning motivation and linguistic knowledge as well. On the basis of the findings, pedagogical implications are discussed.
Article Details
Keywords
perspective, oral corrective feedback, impact, speaking proficiency, sociocultural theory
References
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Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. SAGE Publications, Inc.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience & school. National Academy Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Fajriah, Y. N. (2018). Corrective feedback as perceived by an EFL teacher and student in speaking classroom. EEAL Journal, 1(1), 1-9. https://doi.org/10.31980/eeal%20journal.v1i1.42.g19
Kamiya, N. (2014). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206-219. https://doi.org/10.1080/17501229.2014.939656
Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. The Journal of Teaching Language Skills, 7(2), 39-68. https://doi.org/10.22099/jtls.2015.3582
Kavaliauskiené, G., & Anusiené, L. (2012). Case study: Learner attitudes towards the correction of mistakes. Social Technologies, 2(1), 88-101.
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought to self: A case study of two Korean students' ESL motivation. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and L2 self (pp. 274-294). Multilingual Matters.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford University Press.
Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
Luu, T. H. (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), 142-155. https://doi.org/10.25073/2525-2445/vnufs.4505
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., & Saiko, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
Martínez, J. d. D. (2012). Investigating Spanish EFL students' beliefs and preferences regarding the effectiveness of corrective feedback. International Journal of Humanities and Social Science, 2(19), 121-131.
McDonough, K. (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27(1), 79-103. https://doi.org/10.1017/S0272263105050047
Ní Aogáin, S. (2019). Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language [Doctoral dissertation, Dublin City University]. http://doras.dcu.ie/22827/1/5.12.2018%20Final%20Copy.pdf
Nhac, T. H. (2022). Oral Corrective Feedback Preferences in English Lessons: Learners' and Teachers' Perspectives. European Journal of Educational Research, 11(3), 1643-1655.
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96. https://doi.org/10.1016/j.system.2020.102405
Ha, X. V., & Murray, J. C. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137-167.
Olson, J., & Platt, J. (2000). The instructional cycle: Teaching children and adolescents with special needs. Prentice-Hall, Inc.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Rasmussen, J. (2001). The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5), 569-582. https://doi.org/10.1080/00220270110034369
Rassaei, E. (2014). Scaffolded feedback, recasts, and L2 development: A sociocultural perspective. The Modern Language Journal, 98(1), 417-431. https://doi.org/10.1111/j.1540-4781.2014.12060.x
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. In J. V. Wertsch, P. del RiO & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge University Press.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers' and students' attitudes to oral corrective feedback. Language Awareness, 25(4), 318-335. https://doi.org/10.1080/09658416.2016.1235580
Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Procedia - Social and Behaviorial Sciences, 66, 343-353.
Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7(2), 89-102. https://doi.org/10.1177/026765839100700202
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In S. Richard (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Second Language Learning & Curriculum Center, University of Hawai'i.
Shahidzade, F. (2017). Students' attitudes towards the use of regulated learning and corrective feedback in dialogic interactions in EFL classes. Modern Journal of Language Teaching Methods, 7(4), 341-350.
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169-179. https://doi.org/10.1017/S0272263109990489
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Book & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G Widdowson (pp. 125-144). Oxford University Press.
Tesnim, O. (2019). Tunisian EFL teachers' beliefs and perceptions about oral corrective feedback. Communication and Linguistic Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12
Thorne, S., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-500). Routledge.
Tran, K. N., & Nguyen, T. C. (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), 18-30. https://doi.org/10.46827/ejfl.v5i2.3322
Tran, T. B. P., & Nguyen, B. H. (2018). Teacher corrective feedback on students' speaking performance and their uptake in EFL classes. European Journal of Foreign Language Teaching, 3(3), 110-131. http://dx.doi.org/10.5281/zenodo.1321246
Truscott, J. (1999). What's wrong with oral grammar correction?. Canadian Modern Language Review, 55(4), 437-456. https://doi.org/10.3138/cmlr.55.4.437
Van der Stuyf, R. R. (2002). Scaffolding as a teaching strategy. Adolescent learning and development, 52(3), 5-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WesrEd.
Alhaysony, M. (2016). Saudi EFL preparatory year students' perceptions about corrective feedback in oral communication. English Language Teaching, 9(12), 47-61. https://doi.org/10.5539/elt.v9n12p47
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.2307/328585
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. SAGE Publications, Inc.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience & school. National Academy Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Fajriah, Y. N. (2018). Corrective feedback as perceived by an EFL teacher and student in speaking classroom. EEAL Journal, 1(1), 1-9. https://doi.org/10.31980/eeal%20journal.v1i1.42.g19
Kamiya, N. (2014). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206-219. https://doi.org/10.1080/17501229.2014.939656
Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. The Journal of Teaching Language Skills, 7(2), 39-68. https://doi.org/10.22099/jtls.2015.3582
Kavaliauskiené, G., & Anusiené, L. (2012). Case study: Learner attitudes towards the correction of mistakes. Social Technologies, 2(1), 88-101.
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought to self: A case study of two Korean students' ESL motivation. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and L2 self (pp. 274-294). Multilingual Matters.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford University Press.
Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
Luu, T. H. (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), 142-155. https://doi.org/10.25073/2525-2445/vnufs.4505
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., & Saiko, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
Martínez, J. d. D. (2012). Investigating Spanish EFL students' beliefs and preferences regarding the effectiveness of corrective feedback. International Journal of Humanities and Social Science, 2(19), 121-131.
McDonough, K. (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27(1), 79-103. https://doi.org/10.1017/S0272263105050047
Ní Aogáin, S. (2019). Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language [Doctoral dissertation, Dublin City University]. http://doras.dcu.ie/22827/1/5.12.2018%20Final%20Copy.pdf
Nhac, T. H. (2022). Oral Corrective Feedback Preferences in English Lessons: Learners' and Teachers' Perspectives. European Journal of Educational Research, 11(3), 1643-1655.
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96. https://doi.org/10.1016/j.system.2020.102405
Ha, X. V., & Murray, J. C. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137-167.
Olson, J., & Platt, J. (2000). The instructional cycle: Teaching children and adolescents with special needs. Prentice-Hall, Inc.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Rasmussen, J. (2001). The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5), 569-582. https://doi.org/10.1080/00220270110034369
Rassaei, E. (2014). Scaffolded feedback, recasts, and L2 development: A sociocultural perspective. The Modern Language Journal, 98(1), 417-431. https://doi.org/10.1111/j.1540-4781.2014.12060.x
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. In J. V. Wertsch, P. del RiO & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge University Press.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers' and students' attitudes to oral corrective feedback. Language Awareness, 25(4), 318-335. https://doi.org/10.1080/09658416.2016.1235580
Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Procedia - Social and Behaviorial Sciences, 66, 343-353.
Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7(2), 89-102. https://doi.org/10.1177/026765839100700202
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In S. Richard (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Second Language Learning & Curriculum Center, University of Hawai'i.
Shahidzade, F. (2017). Students' attitudes towards the use of regulated learning and corrective feedback in dialogic interactions in EFL classes. Modern Journal of Language Teaching Methods, 7(4), 341-350.
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169-179. https://doi.org/10.1017/S0272263109990489
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Book & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G Widdowson (pp. 125-144). Oxford University Press.
Tesnim, O. (2019). Tunisian EFL teachers' beliefs and perceptions about oral corrective feedback. Communication and Linguistic Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12
Thorne, S., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-500). Routledge.
Tran, K. N., & Nguyen, T. C. (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), 18-30. https://doi.org/10.46827/ejfl.v5i2.3322
Tran, T. B. P., & Nguyen, B. H. (2018). Teacher corrective feedback on students' speaking performance and their uptake in EFL classes. European Journal of Foreign Language Teaching, 3(3), 110-131. http://dx.doi.org/10.5281/zenodo.1321246
Truscott, J. (1999). What's wrong with oral grammar correction?. Canadian Modern Language Review, 55(4), 437-456. https://doi.org/10.3138/cmlr.55.4.437
Van der Stuyf, R. R. (2002). Scaffolding as a teaching strategy. Adolescent learning and development, 52(3), 5-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WesrEd.