This study investigates the perceptions and preferences of ESL learners in Libyan secondary
schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120
questionnaires administered to the students. It confirms the positive value of corrective feedback, which the
body of existing research literature in the field states, and also reveals and provides evidence to the fact that
the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the
corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether
the corrective feedback should be given immediately after the error is detected or after the students have
finished their tasks. The study also reveals that, often, the learners do not receive their expected feedback
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
Master of Teaching research paper on BOAR oral thinking frame in developing secondary school students' oral conversation skills. BOAR is an original oral thinking frame conceptualized on Bloom's Taxonomy of cognitive learning objectives.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
The impact of structure on word meaning and fill in-the-blank tests procedure...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study to investigate the impact of structure knowing on two types of test, i.e. word-meaning test and fill-in-the-blank test, their correlation and procedures on both short-term and long-term retention of vocabulary items. The importance of the present study, to test the condition that learners are not allowed to use guess strategy or randomly answer the tests and they should give reason semantically for their answer, otherwise their answer, even is correct, is not scored. The population for subject recruitment was all undergraduate students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
Master of Teaching research paper on BOAR oral thinking frame in developing secondary school students' oral conversation skills. BOAR is an original oral thinking frame conceptualized on Bloom's Taxonomy of cognitive learning objectives.
Secondary School English Language Teachers’ Frequently Used Corrective Feedba...inventionjournals
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.
EFFECTS OF SUPERVISORY WRITTEN CORRECTIVE FEEDBACK: A REVIEW TO HIGHLIGHT PAS...ijejournal
Writing a dissertation is essential and widely recognized as a specifically challenging part of doctoral
study[1]. A lot of postgraduates find this process complicated, exhausting, stressful, isolating and
frustrating. It is necessary to recognize the effects of supervisory WCF since the whole journey of doctoral
students learning depends on righteous supervisory feedback. Supervisors review student's dissertations
and give feedback on a several of issues, they may highlight content, the idea of presentation/organization,
the appropriate use of language, vocabulary and many other issues. The feedback on these areas have
attracted great attention of researchers. Supervisor’s feedback to doctoral students on their dissertations
have been referred to supervisory feedback[2]. The value of supervisory feedback has been investigated by
several studies. This review will highlight the past investigations and future directions in supervisory
written corrective feedback. Since feedback at advanced level has different dynamics and perspectives,it is
crucial to understand the best way of giving written feedback to advanced learners[3]. It is worth
addressing diverse ways to treat advanced learners’ writings with professional and satisfying supervisory
feedback. Although numerous studies have been conducted on the subject, but recent research lacks a
complete review on past research and future directions in the field of supervisory written corrective
feedback. Hence, this review will attempt to fill the gap.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
Vietnamese EFL students’ perception and preferences for teachers’ written fee...AJHSSR Journal
ABSTRACT : In recent years, there has been an increasing interest in the role of teachers’ written feedback
(TWF) in the EFL writing class as well as the factors determining the effectiveness of TWF. This study
examined Vietnamese EFL university students’ perceptions toward and preferences for TWF as well the
problems they encounter when dealing with TWF. A Likert scale questionnaire was used to collect quantitative
data from 84 English major students at a university in Vietnam. The analysis indicated that the majority of
participants find TWF helpful and crucial for the development of their writing skill. Comprehensive correction
appeared to be more favorable to the students as they expected the feedback to mark all their errors. It is also
reported that although the students prefer to receive indirect feedback, they face several difficulties when
processing TWF and need additional clues or guidance from their teachers.
KEYWORDS : EFL learners, writing, teachers’ written feedback, perceptions, preferences
The Role of Error Analysis in Teaching and Learning of Second and Foreign Lan...Bahram Kazemian
The aim of this paper is to investigate errors made by second and foreign language (L2) learners so as to understand the strategies and techniques used in the process of second and foreign language learning. Error analysis is a very important area of applied linguistics as well as of second and foreign language learning. It is also a systematic method to analyze learners' errors. Errors are not always bad, rather they are crucial parts and aspects in the process of learning a language. They may provide insights into the complicated processes of language development as well as a systematic way for identifying, describing and explaining students' errors. Errors may also help to better understand the process of second and foreign language acquisition. This study tries to investigate why Pakistani ESL and Iranian EFL learners fail to produce grammatically correct sentences in English, in spite of having English as a compulsory subject at all levels in their learning institutions and schools. What are the reasons for their poor English written performance? In the present study, the writing assignments of university students as well as intermediate English learners were analyzed for the purpose of error analysis. Results of the analysis suggest that students lack grammatical accuracy in their writing and are not sure of the grammatical rules that may apply in their writing in English. The study concludes that they are highly influenced by the rules of their first language (L1).
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
EXPLORING THE POTENTIALS OF INTRALINGUAL SUBTITLING IN SECOND LANGUAGE LEARNI...ijejournal
In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the inputSecond Language Acquisition, Audiovisual Translation, Subtitles, Language Teaching, Vocabulary
Acquisition, Short-term Memory
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study Factors Influence on Organisation Citizenship Behaviour in Corporate ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
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Public Sector Reforms and Outsourcing Services in Nigeria: An Empirical Evalu...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Media Innovations and its Impact on Brand awareness & Considerationiosrjce
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Customer experience in supermarkets and hypermarkets – A comparative studyiosrjce
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IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Secretarial Performance and the Gender Question (A Study of Selected Tertiary...iosrjce
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Implementation of Quality Management principles at Zimbabwe Open University (...iosrjce
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Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan Secondary Schools
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388, p-ISSN: 2320–737X Volume 5, Issue 4 Ver. II (Jul. - Aug. 2015), PP 71-77
www.iosrjournals.org
DOI: 10.9790/7388-05427177 www.iosrjournals.org 71 | Page
Perceptions and Preferences of ESL Students Regarding the
Effectiveness of Corrective Feedback in Libyan
Secondary Schools
Gopal Sopin, Ph D
Department of English Language, Misurata University, Libya
Abstract: This study investigates the perceptions and preferences of ESL learners in Libyan secondary
schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120
questionnaires administered to the students. It confirms the positive value of corrective feedback, which the
body of existing research literature in the field states, and also reveals and provides evidence to the fact that
the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the
corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether
the corrective feedback should be given immediately after the error is detected or after the students have
finished their tasks. The study also reveals that, often, the learners do not receive their expected feedback
I. Introduction
Error correction has been an age old practice in language learning classrooms. In Grammar Translation
method, the main focus of correction was always the grammatical correctness. In the following Audio-lingual
method the emphasis was on pronunciation. But in the 70s, with the emergence of the communicative approach,
questions were asked whether these corrections really contributed to the acquisition of oral proficiency of the
second / target language. It was then believed that efforts to correct the errors would divert the attention of the
learners and therefore the corrective intervention should not be carried out. But over a period of time it was
noticed, that the learners would not become aware of the errors they had committed repeatedly, if they were not
corrected ,and that the non-correction of those errors would lead to fossilization,Selinker, L., & Lakshamanan,
U.(1992), of ill-formed structures.
II. Significance of the study
While there have been several studies examining the different aspects of the corrective feedback, one
aspect which has not received much attention, which it deserves, is the learners‟ preferences and perceptions of
corrective feedback. Understanding what the learners want and what their perceptions are, will provide
essential information to the language teachers on how the problem of corrective feedback should be dealt with in
the ESL instructional setting.
Keeping this aspect of corrective feedback in mind the present study aims to fill this gap in the
research literature. The result of this study will have important implications for language learning and teaching.
III. Research Questions
The study sets out to answer the following research questions:
a) What do the ESL learners actually think about the role and effectiveness of corrective feedback? And how
should this be best provided in the instructional settings?
b) To what extent does corrective feedback emotionally affect the ESL learners?
IV. Literature review
Learners, whether they are the first language learners or the second language learners, always make
errors and making errors has now been understood as indicators of the developmental sequences of
interlanguage systems that are constantly being restructured and modified when discovering the new language.
A great body of literature has dealt with the issue of error corrections and numerous terms have been used in
this area. The term „corrective feedback‟ is used as an umbrella term to refer to both implicit and explicit
negative feedback in natural and instructional settings. Russell & Spada (2006:134) defined corrective feedback
as “any feedback provided to learners, from any source, that contains evidence of learner error of language
form. It may be oral or written, implicit or explicit”. Error correction was the commonly used term until Lyster
and Ranta (1997) used the terms feedback on error, corrective feedback. Corrective feedback takes the form of
responses to learner utterances that contain error. The responses can consist of (a) an indication that an error has
2. Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan…
DOI: 10.9790/7388-05427177 www.iosrjournals.org 72 | Page
been committed, (b) provision of the correct target language form, or (c) metalinguistic information about the
nature of the error, or any combination of these”.
Teachers and researchers can learn a lot from learners´ errors by discovering the common learning
difficulties and problems that most learners experience when discovering the new language as well as
identifying the cognitive strategies or mechanisms employed when processing the new language data.
Additionally, learners´ errors reveal how far they have progressed over the time and what remains to be learned.
Therefore the learners´ errors should not be seen as signs of failure or serious obstacles to be learning, because
they actually constitute an important aspect of language learning. It should, on the contrary, be considered as a
sign of achievement or progress in language learning and as part of language creativity as well. Given that
learning takes time and that nobody learns a language without making mistakes, errors are then viewed as a
developmental phenomenon and are consequently unavoidable in the discovery of a new language (James,
1998) and as such they should be treated in a flexible and rational manner. Brown (2000), claims that errors, far
from being bad, represent a natural, indispensable and even necessary phase of L2 learning. He further adds
„that it needs to be remembered that L2 learning, like L1 learning, is a process of trial and error, because
learners need to constantly make inferences and guesses about the functioning of the new language. Generally
SLA constitutes a slow, gradual and often arduous process‟.
4.1 How helpful is corrective feedback to the learners?
In the last two decades several studies have been conducted to determine the value of corrective
feedback in second language learning. While there appears to be a general consensus that the corrective
feedback is beneficial, there are considerable number of studies which show that it is and can be emotionally
harmful.
Firstly, the argument in favour of error correction. The overall effectiveness of corrective feedback in
classroom settings has been demonstrated in terms of empirical classroom research as well as theoretical
perspectives. Most research studies advocate the facilitative role and/or effectiveness of corrective feedback in
classroom settings (e.g., Roberts, 1995; Lyster and Ranta, 1997; Lyster, 1998; Panova and Lyster, 2002; Ellis et
al., 2005; Bitchener and Knoch, 2009;). In addition, several meta-analyses have confirmed its effectiveness
(Russell & Spada, 2006; Lyster & Saito, 2010; Shaofeng, 2010;). However, there still exist many challenges and
complexities still to be explored regarding corrective feedback effectiveness (Truscott, 1996, 2007;). The
research evidence from several classroom studies reveals that corrective feedback can be helpful for L2 learning
or rather supports the potential benefits of error treatment (Lyster, 1998; Russell & Spada, 2006). Corrective
feedback –whether oral or written- is believed to facilitate L2 learning by providing learners with two types of
input: positive and negative evidence. Certainly, learners need to receive negative evidence or corrective
feedback (information about ungrammaticality) when they are not able to discover themselves how their
interlanguage differs from the L2.
What is the contrary view? There are some scholars and researchers who believe that corrective
feedback should be avoided, because it can have potentially negative effects on learners´ emotions and,
consequently, on SLA (Krashen, 1982; Schwartz, 1993; Truscott, 1996, 1999). Despite making it clear that
corrective feedback may be useful for monitored written production, but not for spontaneous oral production,
Krashen (1982:75) argues that corrective feedback is not only unnecessary, but also potentially harmful to
language learning because it “has the immediate effect of putting the student on the defensive”. Likewise,
Schwartz (1993) believes that corrective feedback is only useful in effecting superficial and temporary changes
to L2 learners´ performance, not to their underlying competence. In fact, its negative and harmful effects may
discourage and demotivate learners. In short, these researchers argue that SLA depends solely on positive
evidence, and thus negative evidence is not necessary and might even be harmful for interlanguage
development.
4.2 Differences in opinion concerning oral and written corrective feedback.
It becomes more evident in the debate between Truscott and Ferris, because Ferris argues that
corrective feedback depends on the quality of the correction, that is, if the correction is clear and consistent it
would actually work. According to Ferris (1995), corrective feedback should be provided unless its
ineffectiveness and harmfulness have been conclusively proven. In this sense, Ferris (1999) states that we are at
present unable to confirm that error correction actually works because there are too many methodological flaws
in the design and analysis of the published studies. However, recent studies, some of which have already been
referred before, have shown that written corrective feedback can result in acquisition. Thus, the debate on the
effectiveness or ineffectiveness of feedback on errors still continues and generates much controversy among
SLA researchers.
3. Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan…
DOI: 10.9790/7388-05427177 www.iosrjournals.org 73 | Page
However, the effectiveness of corrective feedback has been justified from different perspectives. The
role of corrective feedback is grounded in Schmidt‟s (1990, 2001) `noticing hypothesis´ which suggests that in
order to learn anything that is new, noticing is essential. For this reason, the degree of explicitness of corrective
feedback is necessary to promote noticing (Russell & Spada, 2006). The proponents of the Noticing Hypothesis
advocate the benefits of corrective feedback in stimulating noticing, or rather, in drawing learners‟ attention to
form (Ellis, 1994; Robinson, 1995).
4.2 Raging controversy regarding corrective feedback
Several controversial issues have been extensively discussed in the last two decades, concerning
corrective feedback, by both SLA researchers and language teachers (see, for example, Hyland & Hyland,
2006). The five most important controversies concerning corrective feedback are: (1) which corrective
feedback actually contributes to L2 acquisition?, (2) which errors should be corrected?, (3) who should correct?
(the teacher or the learner him/herself/), (4) which type of corrective feedback is the most effective?, and (5)
when is it better to do corrective feedback (immediate or delayed)? What is actually questioned by language
teachers is why students go on making the same errors over and over again even when such errors have been
repeatedly explained to them. One of the most frustrating tasks for L2 teachers is that of constantly correcting
the same errors.
In fact, many teachers simply do not understand why their students are unable to use the linguistic
forms taught by them correctly and, thus, many of them somehow feel guilty. Certainly L2 teachers seem to be
hesitant to use corrective feedback for fear of interrupting the flow of communication in some activities and of
inhibiting the learners´ participation. In response to the dilemma of whether or not errors should be corrected,
the fact is that leaving students‟ errors untouched might lead to the fossilization of ill-formed structures. No
matter what the teachers do, some students will benefit from corrective feedback, while others will not
(Guenette, 2007). Teachers have confirmed this fact again and again in classroom in their empirical studies.
The amount of time and effort teachers spend in providing corrective feedback somehow suggests that error
treatment is very important for many teachers as well (Ferris, 1995). Ideally, corrective feedback should be
individualized, even though this would evidently involve an enormous challenge for L2 teachers. The question is
how and how much? It has been shown that overcorrection can become counterproductive since it may
discourage learners, even though too little can be equally negative. Ur (1996) suggests the idea of investing
better time in avoiding errors than in correcting them, which most teachers agree. Corrective feedback generally
involves a time-consuming and exhaustive activity of the teacher´s job. A meaningful observation is that
checking every single error does not make any sense. Corrective feedback should be provided selectively, as
many researchers recommend. This necessarily implies that errors should be prioritized. Additionally, quick
corrections are not useful, unless they are about something repeatedly worked on in class. The fact is that
students require quick correction of mistakes but not to stretch it for a long time. Although corrective feedback
is desired and accepted by most L2 learners who need feedback on how well they are doing (Ur, 1996), the fact
is that they do not always receive the corrective feedback that they expect and/or prefer.
4.3 The affective factors
Does corrective feedback affect the learners‟ emotions and feelings? Research studies, as pointed
before, show that it does. In spite of the fact that the corrective feedback has a positive role in second language
teaching and learning, and the learners do desire that their errors be regularly corrected, the fact that many of
these learners also find the corrections embarrassing and in varying degrees has also been reported by
researchers. Truscott (1999), strongly believes that feedback on error does not actually work and, consequently,
should be abandoned because corrective feedback may cause embarrassment, frustration, inhibition, and feelings
of inferiority among learners. This is the reason why he reached this conclusion: `Correction is a bad idea´. In
addition to describing error correction as a traumatic experience and not at all helpful for students, he even
suggests that teachers´ time and effort should be better spent on other aspects of teaching. What language
teachers cannot actually do is to make learners feel embarrassed or frustrated when being corrected. In addition,
many learners neither notice nor understand all evidence of corrective feedback until they are explained in a
direct way by the teachers themselves (Ferris, 1995; Lyster & Ranta, 1997). The fact is that a great deal of
teacher feedback is unnoticed on the part of learners. What really matters is that learners are aware of being
corrected and understand the nature of the correction as well (Roberts, 1995). Accordingly, the real challenge
for teachers is to make sure that their corrective feedbacks are actually noticed and understood on the part of
learners.
4. Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan…
DOI: 10.9790/7388-05427177 www.iosrjournals.org 74 | Page
Numerous investigations have been undertaken to explore a variety of factors that may influence the
effectiveness of corrective feedback. Learners´ individual differences (personality, attitudes…) and affective
factors need to be seriously taken into consideration in all aspects of teaching. In fact, second language
pedagogy has highlighted the importance of positive feedback or reinforcement in providing affective support to
the learner and stimulating motivation to continue learning. However, negative evidence provided through
corrective feedback may seriously damage learners´ feelings and attitudes (Martínez, 2008). Therefore, the
potential affective damage which the corrective feedback can cause, needs to be taken into consideration
seriously. In short, learner individual characteristics and affective aspects may affect or influence the
effectiveness of corrective feedback ( Hyland & Hyland, 2006; Storch & Wigglesworth, 2010).
The complexity of error treatment as an instructional practice and interactive phenomenon as well as a
potential tool for language acquisition deserves special emphasis. What is really true is that corrective feedback
is a complex issue that needs to be carefully examined. As a matter of fact, research on corrective feedback
provides us with valuable information about the effectiveness of this instructional practice as well as knowledge
about how language learning actually occurs (Panova and Lyster, 2002). Both SLA research and L2 pedagogy
have convincingly shown that learners can greatly benefit from corrective feedback in communicative
classrooms, or rather, corrective feedback actually works in the language classrooms (e.g.Lyster, 2004; Russell
& Spada, 2006; Ellis et al., 2005; Bitchener and Knoch, 2009; Lyster & Saito, 2010; Shaofeng, 2010).
4.4 Unsystematic approach to corrective feedback
Administering appropriate corrective feedback needs proper teacher education in this area. But
unfortunately the lack of teacher training also contributes to the learners‟ negative responses to the corrective
feedback. Several research studies have shown that teachers‟ feedback can often be imprecise, arbitrary,
idiosyncratic, ambiguous and unsystematic. In recent years the research has moved from addressing whether
corrective feedback actually works to examining what type works best. It is a known fact that the feedback on
errors can be provided in a wide variety of ways, and the learners respond to them in different ways. The most
comprehensive classification of corrective feedback is the one proposed by Lyster and Ranta (1997): explicit
correction, recast, metalinguistic feedback, elicitation, repetition and clarification request. Research examining
the effectiveness of certain types of feedback is till inconclusive. The debate is still going on to determine what
types of corrective feedback are more effective, which obviously means that it is not easy to decide which type
of feedback is the best for all contexts (Ellis et al., 2005; Russell & Spada, 2006; ). Lyster & Saito (2010)
remind us that the teachers need to adapt and adjust to a wide variety of corrective feedback techniques to the
particular learner´s cognitive and affective needs.
V. Method
5.1 Participants
The present research study was conducted at secondary schools located in Misrata, the financial capital
of Libya. 130 Students studying in their final year of their secondary education, specializing in English,
participated in the study. To obtain more comprehensive and varying responses, two groups each from two
different schools were randomly selected. The average age of the students was 17 years, ranging from 17 to 19.
The participants in the study had studied English for 6 years. They all spoke Libyan Arabic as their 1st
language
and came from the same cultural background. Except in the classrooms, English is not used anywhere, either for
social or official communication in Misrata. Some students were exposed to English language programmes on
TV. No one had visited any English speaking country.
5.2 The instrument and data collection
Data collection took place during the scheduled class time in October 2014. A survey was made using a
questionnaire with 13 specific questions (taken from Valdeón (1999). Additionally, two more open-ended
questions were added, in order to gather their preferences on corrective feedback and how they would
emotionally react when they received the feedback. Slight modification was made for responses- Yes, No, Not
sure - so that, the respondents could give unambiguous and straight forward answers. After distributing the
questionnaire to 130 students, the researcher personally explained to them what each question meant. After
reminding the group of informants of the importance of giving honest answers, they were assured of the
confidentiality of the data. The participants completed the questionnaires, anonymously, in one and a half hours‟
time and returned them to the researcher. After receiving the completed questionnaires, the researcher discarded
10 of them, as they were incomplete. Accordingly, the response rate was 93.30%. Of the 120 participants,
70(58.33%) were females and 50 (41.66%) were males.
5. Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan…
DOI: 10.9790/7388-05427177 www.iosrjournals.org 75 | Page
5.3Analysis and discussions of results
Table displays the results of descriptive statistics.
Questions Yes No Not sure Total
1 Is error making an essential part of the learning
Process?
85.% 13.26 1.74 100%
2 Do you resent it when you make mistakes? 58.30% 39.95% 1.74% 100%
3 Is error correction an essential part of the teaching process? 80.91% 17.76% 1.33% 100%
4 Do you resent being corrected by the teacher? 30.81% 63.12% 6.07% 100%
5 In speaking activities, do you expect the teacher to
correct you?
70.00% 25.35% 4.65 100%
6 Should the teacher interrupt you when you make a mistake ? 53.56% 45.86% 0.58% 100%
7 Should he/she correct you once you have finished? 60.30% 35.37% 4.33% 100%
8 Should he/she correct you once the exercise is finished so that the
whole class can learn from your mistakes?
75.07% 19.70% 5.23% 100%
9 Should he/she correct you in private? 23.35% 75.07% 1.58% 100%
10 If you answered the previous question in the affirmative, why?
A. Otherwise, you feel embarrassed 35.55%
. -100%
B. Your mistakes are of no interest to other students 35.55%
C. When corrected in public, you do not pay much attention to it 28.90%
11 In writing activities, should the teacher use a red pen? 80.56% 15.37% 4.07% 100%
12 Do you feel corrections in red have a negative effect
on you?
29.58% 70.42% 0.00% 100%
13 Would you prefer the teacher use the same colour as you? 10% 81.% 9% 100%
14 What do you expect the teacher to do?
a)to provide you with all the information or 75.58%
b) use a code to tell you the type of mistake you have
made and check it yourself? 24.42%
100%
15 Which method will help you most to understand the reason why you have made the mistake and,
consequently, to avoid it in the future?
A. Explanations 12.04%
B. Examples 17.45%
C. A combination of both 61.30%
D. Mere correction of the mistake without any explanations 2.07%
E. Eliciting students to self-correct their own mistakes 7.14%
100%
The table above, shows the results reduced to statistical data, obtained from the responses of the
respondents. Regarding making errors, (Question 1), though the vast majority of respondents (85%) believed
that it is an essential and necessary phase for second language learning, nearly 58.30% of the participants
resented when making mistakes in the classroom (Question 2). Although they accept the nature of errors as an
essential part, they also view them as an unpleasant aspect. As regards the facilitative role and effectiveness of
error treatment in the classroom context, most of the respondents 80.91% stressed the importance of corrective
feedback (Question 3) as an essential instructional practice to improve second language learning. Surprisingly,
63.12% two thirds of the participants acknowledged not feeling resentment when being corrected by the teacher
inside the classroom ( Question 4), because they find teacher feedback highly necessary and helpful.
Questions 5 to 10 are mainly concerned with oral corrective feedback in class-fronted situations, which
seem to generate certain kind of anxiety among some learners. 70% of the participants preferred or expected to
be corrected by teachers (Question 5). However, more importantly, the timing of correction seems to be unclear
because while more than half of the subjects 53.56% believed that the teacher should interrupt them and correct
them immediately when they make errors (Question 6), about 60.3 (Question 7) felt that the correction should be
done when they have finished the exercise. Also, 75.7% believed that if the correction was made after all have
finished the exercise, the rest of the classmates could learn from the errors(Question 8). Accordingly, the
correction at the end of the class was assessed as the best alternative. While the vast majority of the respondents
75.07% preferred to be corrected in front of the classmates in the classroom, only 23.35% preferred to be
corrected in private (Question 9), among other reasons (Question 10), because they might feel embarrassed
(35.55%) or considered that their mistakes were their concern and nobody else´s (35.55%) or did not pay much
attention to corrective feedback when being corrected in public inside the classroom (28.90%). As it can be
seen, Questions 7 to 9 propose several alternatives to immediate corrective feedback (Question 6). Unlike oral
corrective feedback in class-fronted situations, written mistakes seem to be more private, not subject to general
scrutiny. Questions 11 to 13 focus on written corrective feedback. The vast majority of the participants (80.56%)
6. Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan…
DOI: 10.9790/7388-05427177 www.iosrjournals.org 76 | Page
preferred that the teacher used a red pen when correcting written activities (Question 11). Additionally, nearly
70.42% disagreed with the idea that corrections in red could have a negative effect on them (Question 12). In
fact, approximately 81.21% of the subjects would not prefer the teacher use the same colour as they (Question
13). The data obtained somehow suggest that the informants consider the red pen a tool to bring their attention
to specific points rather than a method to discourage them from learning. Accordingly, the use of a red pen, or
rather, corrections in red do not seem to have the negative effect that has been assumed it has, at least for this
sample of population surveyed. In Question 14, two possible correction methods or techniques are provided.
While about 75.58% of the subjects surveyed would prefer the teacher to provide them with all the information,
only 24.42% believed, in contrast, that the teacher should use a code to indicate students the type of mistake
they have made and check it themselves. Surprisingly, most respondents preferred the traditional approach
rather than the option proposed by the communicative approach. As regards the last question (15), in which the
participants were requested to state their preferences for possible corrective feedback techniques, the
combination of both explanations and examples obtained the highest percentage (61.30%) being the preferred
option, followed by a mere provision of examples (17.45%). On the contrary, both direct correction without any
explanations and self-correction are believed to be unhelpful at least for this sample of population surveyed.
In the light of these findings, it can be said decisively that the corrective feedback does play a
facilitative role in second language acquisition. The sample of population surveyed supports the effectiveness of
corrective feedback by stating their preferences for being orally corrected even in public inside the classroom.
However, the resulting data also suggest that corrective feedback may at times inhibit or discourage L2 learners
because some of them may feel seriously inhibited and embarrassed, particularly when being orally corrected in
class-fronted situations.
VI. Conclusions
The purpose of this study was to find out whether the ESL learners perceived corrective feedback as
beneficial and what they thought about it and what their expectations were. Overall, though the corrective
feedback has been found to be beneficial and desirable, it is, however, not decisively clear whether the
corrections should be made immediately when they are doing the exercise or after they have finished doing it.
Additionally, learners´ attitudes towards corrective feedback should not be neglected because those who
constantly receive negative comments from teachers seem to have more negative attitudes towards language
learning than those who receive positive feedback. It is also decisively clear that the corrective feedback can do
affective damage. It means that the corrective feedback per se is not harmful, but it is the manner in which it is
done can prove to be harmful. Obviously the teachers should become sensitive to the learners‟ emotional state
and understand their individual differences. Learners‟ negative or positive attitude towards the corrective
feedback does depend upon the way it is done in the classroom settings.
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