Zenodo (CERN European Organization for Nuclear Research) · 2018 · 11 citations · 0 references
EducationEnglish As A Second LanguageTeachingLanguage EducationLanguage PedagogySecond Language TeachingClassroom Assessment PracticesClassroom CommunicationClassroom FeedbackCorrective FeedbackFeedback For LearningFeedback PracticesCorrective Feedback EffectivenessFeedback Use In LearningFormative Teacher FeedbackOral Corrective FeedbackSpeech FeedbackTeacher Feedback In SpeakingTeacher Performance Feedback
Corrective feedback plays a critical role in language teaching and learning, but little research has been done with regard to teachers’ practices of corrective feedback on students’ speaking performance and their uptake. This paper therefore reports on a descriptive study using qualitative approach to provide insights into strategies teachers used to deliver corrective feedback to their students’ speaking performance and distribution of student uptake within EFL context. Data were collected from observations of two teachers and fifty students at a private high school in a Mekong Delta region. The findings indicate that recast and explicit correction were used the most and that clarification request, recast, and metalinguistic cue were effective in helping students recognize their errors. Implications for language teaching are also presented.