How do learners engage with oral corrective feedback on lexical stress errors?

IF 0.9 Q2 LINGUISTICS Australian Review of Applied Linguistics Pub Date : 2020-09-11 DOI:10.1075/aral.19010.sae

Hooman Saeli, M. Dalman, Payam Rahmati

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引用次数: 3

Abstract

Abstract This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback.

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学习者如何对词汇压力错误进行口头纠正反馈？

摘要本研究探讨了18名伊朗英语学习者对词汇压力错误的情感、行为和认知参与。数据是通过问卷调查、前测、后测和访谈收集的。问卷调查显示，参与者对直接反馈有不同的看法。此外，前测和后测结果表明，对直接反馈有积极认知的学习者在词汇压力准确性方面有显著提高。此外，对直接反馈持好感的学生表现出积极的情感、行为和认知参与。例如，这些学习者经常回顾所提供的反馈，并在使用反馈时使用认知资源。相比之下，对直接回馈持负面看法的学生则表现出负面参与。研究结果表明，学习者的情感、行为和认知参与可以决定反馈的工作。此外，学生的感知似乎过滤了他们收到的反馈，从而有助于塑造他们如何参与反馈。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.

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