Speaking in English is an important skill to master to gain an upper hand in a person’s academic and professional life. Different countries, where English is considered to be a foreign language, are emphasizing developing English language learning and teaching strategies to gain the status of globalization. To achieve this goal, English speaking skills play a crucial role as it is an effective mode of communication to connect with the world. This created an immense need to research how to develop the speaking skills of students studying at the university level. Therefore, this study researched the impact of convergent thinking ability to enhance English speaking proficiency among students. The instrument used to obtain the results are—Remote Associates Test (RAT) and Speaking Proficiency English Assessment Kit (SPEAK). At the end of the research, it was determined that if the education sector focuses on developing students' convergent thinking ability then the process of enhancing English speaking proficiency becomes easier.
{"title":"ASSESSING THE IMPACT OF CONVERGENT THINKING ABILITY ON ENGLISH SPEAKING PROFICIENCY","authors":"Tasnova Humaira","doi":"10.24071/llt.v26i1.5232","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5232","url":null,"abstract":"Speaking in English is an important skill to master to gain an upper hand in a person’s academic and professional life. Different countries, where English is considered to be a foreign language, are emphasizing developing English language learning and teaching strategies to gain the status of globalization. To achieve this goal, English speaking skills play a crucial role as it is an effective mode of communication to connect with the world. This created an immense need to research how to develop the speaking skills of students studying at the university level. Therefore, this study researched the impact of convergent thinking ability to enhance English speaking proficiency among students. The instrument used to obtain the results are—Remote Associates Test (RAT) and Speaking Proficiency English Assessment Kit (SPEAK). At the end of the research, it was determined that if the education sector focuses on developing students' convergent thinking ability then the process of enhancing English speaking proficiency becomes easier.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Francisco Jr. Olermo Esgrina, Richie Jake Gentapa Generale
For the past decades, technology has been used as a revolutionary aid for education. With recent innovations, it served as a new platform for learning. Since the stirring of the COVID-19 pandemic and the series of global lockdowns, an increase in mobile use has been observed. It solidifies technological innovations grounding as a mode of learning. This study was conducted using the close-group tutorial employing the Accomplish Reading Application as an intervention for remediation among slow learners of primary-grade English. It employed the experimental design where it compared the pre- and post-intervention test results. Indeed, the use of a mobile interactive application is an effective strategy to enhance the comprehension skills of the pupils as observed in their improved and increased test scores.
{"title":"CLICK: INTERACTIVE APP FOR READING COMPREHENSION","authors":"Francisco Jr. Olermo Esgrina, Richie Jake Gentapa Generale","doi":"10.24071/llt.v26i1.5626","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5626","url":null,"abstract":"For the past decades, technology has been used as a revolutionary aid for education. With recent innovations, it served as a new platform for learning. Since the stirring of the COVID-19 pandemic and the series of global lockdowns, an increase in mobile use has been observed. It solidifies technological innovations grounding as a mode of learning. This study was conducted using the close-group tutorial employing the Accomplish Reading Application as an intervention for remediation among slow learners of primary-grade English. It employed the experimental design where it compared the pre- and post-intervention test results. Indeed, the use of a mobile interactive application is an effective strategy to enhance the comprehension skills of the pupils as observed in their improved and increased test scores.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46428000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kezia C. Y. Rantung, Y. M. S. Widiasmoro, Novita Dewi
This study explores song lyrics to use in language teaching to enhance students’ ecoliteracy while developing their language competency. Today’s language teaching goes beyond language proficiency but capability to address such emerging issues in society as ecological crises. Inclusion of authentic teaching materials like song lyrics may motive learners to be proficient as well as ecoliterate. The method used in this research include data selection, i.e., song lyrics from KePal-SPI, Navicula, and Burgerkill that can be utilized in ELT; data analysis consisting of paraphrasing, speculating, and interpreting of the song lyrics; and evaluating their thematic and linguistic appropriateness for classroom use. The results show that, first, the five song lyrics reveal ecological problems like deforestation and biodiversity loss that the singing artists lament and call for preventive actions. Secondly, song lyrics may offer imaginative use of language that can enable learners to think critically and creatively, hence useful language teaching materials.
{"title":"Enhancement of Ecoliteracy for Language Learners Using Song Lyrics","authors":"Kezia C. Y. Rantung, Y. M. S. Widiasmoro, Novita Dewi","doi":"10.24071/llt.v26i1.5437","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5437","url":null,"abstract":"This study explores song lyrics to use in language teaching to enhance students’ ecoliteracy while developing their language competency. Today’s language teaching goes beyond language proficiency but capability to address such emerging issues in society as ecological crises. Inclusion of authentic teaching materials like song lyrics may motive learners to be proficient as well as ecoliterate. The method used in this research include data selection, i.e., song lyrics from KePal-SPI, Navicula, and Burgerkill that can be utilized in ELT; data analysis consisting of paraphrasing, speculating, and interpreting of the song lyrics; and evaluating their thematic and linguistic appropriateness for classroom use. The results show that, first, the five song lyrics reveal ecological problems like deforestation and biodiversity loss that the singing artists lament and call for preventive actions. Secondly, song lyrics may offer imaginative use of language that can enable learners to think critically and creatively, hence useful language teaching materials.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45435634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There have been pros and cons to learning grammar concerning Second Language Acquisition. This paper aims to investigate Hospitality and Tourism (HT) students’ and workers’ perceptions of the significance of English grammar which has not been widely discussed. This article reports a mixed-method study that was conducted using an online survey and involving 50 HT students and 50 HT workers across Indonesia. Interviews with 2 Human Resource Managers of international hotel chains were also performed to provide stronger validation. The findings revealed that HT students and workers do not hold a positive perception of learning grammar and should not comprehensively learn English rules since grammar mastery will insignificantly impact employability and career performance for most positions in that sector. However, it is suggested that those in higher positions learn the 6 most commonly used tenses to avoid misunderstandings that, to some degree, link to job promotions. Results also suggest that teachers of ESP for Hospitality prioritize students’ speaking fluency, listening, and vocabulary comprehension using the CLT and PBL teaching approaches. The research results are expected to build a more positive attitude toward English learning, thus fostering a better quality of human resources in the hospitality industry.
{"title":"GRAMMAR MASTERY FOR HOSPITALITY AND TOURISM STUDENTS: TO WHAT EXTENT DOES IT MATTER FOR THEIR FUTURE CAREER?","authors":"Nugraheni Widianingtyas, R. Silalahi, Fahri Aolia","doi":"10.24071/llt.v26i1.5791","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5791","url":null,"abstract":"There have been pros and cons to learning grammar concerning Second Language Acquisition. This paper aims to investigate Hospitality and Tourism (HT) students’ and workers’ perceptions of the significance of English grammar which has not been widely discussed. This article reports a mixed-method study that was conducted using an online survey and involving 50 HT students and 50 HT workers across Indonesia. Interviews with 2 Human Resource Managers of international hotel chains were also performed to provide stronger validation. The findings revealed that HT students and workers do not hold a positive perception of learning grammar and should not comprehensively learn English rules since grammar mastery will insignificantly impact employability and career performance for most positions in that sector. However, it is suggested that those in higher positions learn the 6 most commonly used tenses to avoid misunderstandings that, to some degree, link to job promotions. Results also suggest that teachers of ESP for Hospitality prioritize students’ speaking fluency, listening, and vocabulary comprehension using the CLT and PBL teaching approaches. The research results are expected to build a more positive attitude toward English learning, thus fostering a better quality of human resources in the hospitality industry.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41610851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a review of a book titled Tales from the Paddy Fields that covers folktales about paddy in Southesat Asian countries. Picture books delight children and stories from this book can be used as materials in TEYL. Revisiting possible gender bias is needed here if teaching language means transforming the young minds to become not only skillful in language but also culturally and ecologicaly competent.
{"title":"BOOK REVIEW: TALES FROM THE PADDY FIELDS: SOUTHEAST ASIAN FOLKTALES ON RICE CULTURE","authors":"Novita Dewi","doi":"10.24071/llt.v25i2.4854","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4854","url":null,"abstract":"This is a review of a book titled Tales from the Paddy Fields that covers folktales about paddy in Southesat Asian countries. Picture books delight children and stories from this book can be used as materials in TEYL. Revisiting possible gender bias is needed here if teaching language means transforming the young minds to become not only skillful in language but also culturally and ecologicaly competent.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42013702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This textbook, entitled "English Curriculum and Material Development," covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.
{"title":"BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT","authors":"Zul Astri","doi":"10.24071/llt.v25i2.5160","DOIUrl":"https://doi.org/10.24071/llt.v25i2.5160","url":null,"abstract":"This textbook, entitled \"English Curriculum and Material Development,\" covers a variety of subjects in 11 Chapters. It is good for educational practitioners who are always in touch with the curriculum and syllabus. This book was written by a lecturer at the Ponorogo State Islamic Institute named Pryla Rochmawati. It consists of 4 main parts, namely Curriculum and Syllabus, Component of Curriculum, Curriculum in Indonesian Context, and Material Development. However, here I will briefly explain one by one the chapters contained in this book. Chapter 1 discusses the concept of curriculum and syllabus, including its definitions, the difference, kinds of the syllabus, and its importance in language teaching. Chapter 2 examines a component of the curriculum called Need Analysis. It discusses the definition, purpose, and targets, as well as the steps and techniques for doing a need analysis. Chapter 3 is concerned with the conceptualization of aims, goals, and objectives. Chapter 4 discusses Assessment and Testing, emphasizing the how and why of assessment and testing. Chapter 5 covers materials as a component of the curriculum. This section discusses the basis for material design, the material blueprint, and the origins of materials. Chapter 6 focuses on the teaching concept, which encompasses the roles of institutions, teachers, the teaching and learning process, and the application of curriculum through lesson plans. Chapter 7 examined the concept of evaluation. It discusses the approaches, purpose, and procedures used in conducting curriculum evaluation. Chapter 8 discusses the curriculum and syllabus in the Indonesian context. Chapter 9 discusses the SMA/MA English curriculum, including the syllabus and lesson plans for this grade. Chapter 10 focuses on the SMP/MTs level curriculum, including the syllabus and lesson plans for this grade. Finally, Chapter 11 examines the concept of material development in English language teaching. This textbook is intended to augment the teaching and learning processes in the English Curriculum and Material Development course, as well as to encourage students to be active and motivated learners.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45749471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.
{"title":"READING ANXIETY OF EFL LEARNERS IN INDONESIAN RURAL SCHOOLS: A QUANTITATIVE STUDY","authors":"Heri Mudra, Timothy Mckinnon","doi":"10.24071/llt.v25i2.5221","DOIUrl":"https://doi.org/10.24071/llt.v25i2.5221","url":null,"abstract":"The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing spread of bilingual programs in Spanish Universities has had to face multiple worries and uncertainties over the success of Content and Language Integrated Learning (CLIL) and English-medium instruction (EMI) plans (Pavón, 2018). One of these concerns addresses the question of whether content or language should prevail in CLIL teaching. Content teachers worry about giving more importance to language than to the content they need to teach, fearing they will not be able to cope with all the compulsory content during their lectures (Doiz, Lasagabaster Pavón, 2020). CLIL developers have had to fight against the pessimistic opinions towards CLIL and its implementation in Higher Education (Cañado, 2020). The present paper aims to meet the need to move towards competence development in CLIL teaching. Approaching language and content teaching through a competence-focused perspective will help us tackle interdisciplinary as well as sustainable development goals through CLIL. A survey conducted on students of Business English courses within CLIL and Non-CLIL contexts will help us envisage the usefulness of adding non-linguistic skill development to English for Specific Purposes of teaching as a way to bridge the gap between language and content.
{"title":"FOCUSING ON COMPETENCE AS A STRATEGY TO TEACH ESP IN CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXTS","authors":"Candela Contero Urgal","doi":"10.24071/llt.v25i2.5259","DOIUrl":"https://doi.org/10.24071/llt.v25i2.5259","url":null,"abstract":"The increasing spread of bilingual programs in Spanish Universities has had to face multiple worries and uncertainties over the success of Content and Language Integrated Learning (CLIL) and English-medium instruction (EMI) plans (Pavón, 2018). One of these concerns addresses the question of whether content or language should prevail in CLIL teaching. Content teachers worry about giving more importance to language than to the content they need to teach, fearing they will not be able to cope with all the compulsory content during their lectures (Doiz, Lasagabaster Pavón, 2020). CLIL developers have had to fight against the pessimistic opinions towards CLIL and its implementation in Higher Education (Cañado, 2020). The present paper aims to meet the need to move towards competence development in CLIL teaching. Approaching language and content teaching through a competence-focused perspective will help us tackle interdisciplinary as well as sustainable development goals through CLIL. A survey conducted on students of Business English courses within CLIL and Non-CLIL contexts will help us envisage the usefulness of adding non-linguistic skill development to English for Specific Purposes of teaching as a way to bridge the gap between language and content.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47495036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Moments causing teachers to stop and think about their teaching are called critical incidents and reflecting on them can be a way of gaining insights into their practices and contexts. However, critical incidents are underexplored in the Turkish EFL context. Thus, this qualitative case study aimed to understand the types of critical incidents encountered by six Turkish novice EFL teachers who all graduated from the same English language teaching program, their ways of dealing with these, and how this affected them. Data obtained from reflective journals and a focus group interview were analysed thematically. The results revealed critical incidents related to multiple sources, mainly due to students’ behaviors. Moreover, teachers' strategies varied from addressing the student to acting as the authority. These critical incidents affect novice teachers in various ways, such as questioning their language teacher education and teaching competence, which were discussed in this study along with implications and directions for future studies.
{"title":"DEALING WITH CRITICAL INCIDENTS: EXPERIENCES OF TURKISH NOVICE EFL TEACHERS","authors":"Hatice Saliha Çukur","doi":"10.24071/llt.v25i2.4946","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4946","url":null,"abstract":"Moments causing teachers to stop and think about their teaching are called critical incidents and reflecting on them can be a way of gaining insights into their practices and contexts. However, critical incidents are underexplored in the Turkish EFL context. Thus, this qualitative case study aimed to understand the types of critical incidents encountered by six Turkish novice EFL teachers who all graduated from the same English language teaching program, their ways of dealing with these, and how this affected them. Data obtained from reflective journals and a focus group interview were analysed thematically. The results revealed critical incidents related to multiple sources, mainly due to students’ behaviors. Moreover, teachers' strategies varied from addressing the student to acting as the authority. These critical incidents affect novice teachers in various ways, such as questioning their language teacher education and teaching competence, which were discussed in this study along with implications and directions for future studies.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Corrective feedback has been one of the controversial topics in second language acquisition, L2 learning, and teaching. Corrective feedback could be in written or oral forms. Much has been written and published on this debatable topic. The purpose of the current study is to review the most cited published articles from 1990 to 2022. Reviewing research on CF has several benefits. First, researchers who are interested in investigating CF gain access to a synthesized and chronological review of the topic, and it provides insights to conduct future research on CF from different perspectives and theories. Secondly, L2 teachers can gain a clear understanding of CF, and learn about different methods and strategies for providing it to their learners alongside the results and conclusions from the previous studies. Finally, it is a ready-made review for those who cannot obtain the available studies on CF, and they have the access to refer to the previous studies once they conduct further research on CF.
{"title":"THIRTY-TWO YEARS OF CORRECTIVE FEEDBACK IN LANGUAGE TEACHING AND LEARNING: A REVIEW OF THE LITERATURE","authors":"R. Mahmood","doi":"10.24071/llt.v25i2.4805","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4805","url":null,"abstract":"Corrective feedback has been one of the controversial topics in second language acquisition, L2 learning, and teaching. Corrective feedback could be in written or oral forms. Much has been written and published on this debatable topic. The purpose of the current study is to review the most cited published articles from 1990 to 2022. Reviewing research on CF has several benefits. First, researchers who are interested in investigating CF gain access to a synthesized and chronological review of the topic, and it provides insights to conduct future research on CF from different perspectives and theories. Secondly, L2 teachers can gain a clear understanding of CF, and learn about different methods and strategies for providing it to their learners alongside the results and conclusions from the previous studies. Finally, it is a ready-made review for those who cannot obtain the available studies on CF, and they have the access to refer to the previous studies once they conduct further research on CF.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46578327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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