Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting

IF 0.3 0 LANGUAGE & LINGUISTICS Baltic Journal of English Language Literature and Culture Pub Date : 2021-11-11 DOI:10.30813/jelc.v12i1.2907
Risna Saswati
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Abstract

This study investigates the strategies of oral corrective feedback applied by senior teachers in EFL speaking classes. It is to shed light on whether those strategies used are effective to lead the repair uptake. Additionally, it is to find out the attempts done by the learners to repair their errors. This study applies a qualitative method that uses classroom observations as the technique for collecting the data. The data are taken from speaking classes taught by three senior teachers in three universities. The study reveals that the corrective feedback strategies of correct forms elicited were effective to lead to repair uptake. Those were elicitation, clarification request, repetition, and metalinguistic cue. Related to uptake, the learners attempted to achieve well-formed sentences by the process of Needs Repair to Repair uptake. It involved the same errors and acknowledgment for Needs Repair and incorporation, repetition, and self-repair for repair uptake. It is recommended that teachers apply the correct form elicited corrective feedback strategies to correct learners’ erroneous forms and provide the uptake since it is the learning process.Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair 
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英语口语矫正反馈策略与学习者吸收
本研究探讨了高级教师在英语口语课堂上的口语纠正反馈策略。这是为了阐明这些策略是否有效地引导修复吸收。此外,它还可以了解学习者为纠正错误所做的努力。本研究采用定性方法,使用课堂观察作为收集数据的技术。数据取自三所大学的三名高级教师的口语课。研究表明,正确形式的纠正反馈策略对修复摄取是有效的。它们是引出、澄清要求、重复和元语言提示。在理解方面,学习者试图通过从Needs Repair到Repair uptake的过程来形成结构良好的句子。它包含了相同的错误和对需要修复和整合的承认,重复,以及对修复摄取的自我修复。建议教师运用正确的形式引出纠正反馈策略来纠正学习者的错误形式,并提供吸收,因为这是学习过程。关键词:口语矫正反馈策略,学习者吸收,修复,需求修复
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