Pub Date : 2016-06-11DOI: 10.5294/LACLIL.2016.9.1.5
Khalid Ouazizi
This paper investigates the effects of Content and Language Integrated Learning,CLIL for short, on both the attainment of the subject matter, mathematics in ourcase, hence the content aspect of CLIL. The second axes of research focuses on theeffect of CLIL on the learners’ proficiency vis-a-vis the language of instruction,epitomized here by English- hence the linguistic aspect of CLIL education. Thispaper adopts a multiple approach methodology to deal with the research questionsat hand. I concluded on the basis of field work, this includes data coding andanalysis, questionnaire design and analysis, an administered mathematical test,and the teacher’s continuous assessment of his students, that CLIL education ismore effective than traditional educational systems in helping learners to achievehigh proficiency levels in the target language (English) and to attain high levelsof competence in the subject matter (mathematics). I believe these results mightbe explained by an existing of a covert tradeoff between the brain mechanismsinvolved in learning both mathematics and languages as well as by the pedagogicalopportunities, provided by CLIL environment, and which echo, to a great extent,L1 acquisition environment. doi:10.5294/laclil.2016.9.1.5
{"title":"The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)","authors":"Khalid Ouazizi","doi":"10.5294/LACLIL.2016.9.1.5","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.5","url":null,"abstract":"This paper investigates the effects of Content and Language Integrated Learning,CLIL for short, on both the attainment of the subject matter, mathematics in ourcase, hence the content aspect of CLIL. The second axes of research focuses on theeffect of CLIL on the learners’ proficiency vis-a-vis the language of instruction,epitomized here by English- hence the linguistic aspect of CLIL education. Thispaper adopts a multiple approach methodology to deal with the research questionsat hand. I concluded on the basis of field work, this includes data coding andanalysis, questionnaire design and analysis, an administered mathematical test,and the teacher’s continuous assessment of his students, that CLIL education ismore effective than traditional educational systems in helping learners to achievehigh proficiency levels in the target language (English) and to attain high levelsof competence in the subject matter (mathematics). I believe these results mightbe explained by an existing of a covert tradeoff between the brain mechanismsinvolved in learning both mathematics and languages as well as by the pedagogicalopportunities, provided by CLIL environment, and which echo, to a great extent,L1 acquisition environment. doi:10.5294/laclil.2016.9.1.5","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"110-137"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157554","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}
In recent years, ELT practitioners have been concerned about learning as well as the development of learning skills among students. Researchers continue to focus their attention towards the innovative—but not new— insights in terms of turning traditional education towards a more real, useful, motivating, and shared task. Yet educators often find themselves in frustrating situations in the classroom, due to inadequate approaches or methodologies, which in turn limit the success of the teaching and learning process. Nowadays, learners need to be challenged but also prepared for what is outside the classroom: the real world, where the roles of both teachers and students are quite different than before. CLIL (Content and Language Integrated Learning) not only promotes life-long learning skills for learners but also flexibility and a new way of looking at education as a whole, providing learners with specific training that could ultimately benefit their learning process.
{"title":"Is CLIL becoming a hub connecting research, policy, and practice?","authors":"Jermaine S. McDougald","doi":"10.5294/6712","DOIUrl":"https://doi.org/10.5294/6712","url":null,"abstract":"In recent years, ELT practitioners have been concerned about learning as well as the development of learning skills among students. Researchers continue to focus their attention towards the innovative—but not new— insights in terms of turning traditional education towards a more real, useful, motivating, and shared task. Yet educators often find themselves in frustrating situations in the classroom, due to inadequate approaches or methodologies, which in turn limit the success of the teaching and learning process. Nowadays, learners need to be challenged but also prepared for what is outside the classroom: the real world, where the roles of both teachers and students are quite different than before. CLIL (Content and Language Integrated Learning) not only promotes life-long learning skills for learners but also flexibility and a new way of looking at education as a whole, providing learners with specific training that could ultimately benefit their learning process.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"52 1","pages":"7-16"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/6712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125625","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}
Pub Date : 2016-06-11DOI: 10.5294/LACLIL.2016.9.1.2
D. Banegas
Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless,CLIL as a language learning approach has been implemented in LatinAmerica in different ways and models: content-driven models and language-drivenmodels. As regards the latter, new school curricula demand that CLIL be usedin secondary education in Argentina and that teacher pedagogies and materialsmatch the L1 curriculum and overall context. Therefore, teachers initially educatedin other paradigms need professional development opportunities to understandCLIL as an innovative language teaching approach. The aim of this article isto reflect on CLIL materials produced by a group of Argentinian teachers as partof a professional development workshop. In this article, I shall first conceptualizeCLIL and review the literature around CLIL materials. Then, I describe the workshopand offer content analysis of participants’ lesson plans. I shall conclude withemergent working principles based on these participants’ practices and suggestionsfor further research. doi:10.5294/laclil.2016.9.1.2
{"title":"Teachers Develop CLIL Materials in Argentina: A Workshop Experience","authors":"D. Banegas","doi":"10.5294/LACLIL.2016.9.1.2","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.2","url":null,"abstract":"Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless,CLIL as a language learning approach has been implemented in LatinAmerica in different ways and models: content-driven models and language-drivenmodels. As regards the latter, new school curricula demand that CLIL be usedin secondary education in Argentina and that teacher pedagogies and materialsmatch the L1 curriculum and overall context. Therefore, teachers initially educatedin other paradigms need professional development opportunities to understandCLIL as an innovative language teaching approach. The aim of this article isto reflect on CLIL materials produced by a group of Argentinian teachers as partof a professional development workshop. In this article, I shall first conceptualizeCLIL and review the literature around CLIL materials. Then, I describe the workshopand offer content analysis of participants’ lesson plans. I shall conclude withemergent working principles based on these participants’ practices and suggestionsfor further research. doi:10.5294/laclil.2016.9.1.2","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"17-36"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157388","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}
Pub Date : 2016-06-11DOI: 10.5294/LACLIL.2016.9.1.7
B. L. Medina
In the last decades, the number of bilingual schools in Europe has increased significantly.Most of these schools implement CLIL methodology in their teachingand, consequently, there is a demand for new and appropriate materials for eachcontent subject taught through a foreign language: new textbooks written in L2are needed, and the existent offer does not meet the current demand. Given thatCLIL materials development is a relatively recent field, there is not much researchon the evaluation of those still insufficient course books. In this paper, and in orderto evaluate CLIL textbooks, we propose a tentative checklist twofold based: onthe one hand, based on previous checklists created to evaluate ELT textbooks - CLILmaterials use principles/techniques of foreign language teaching (Steirt and Masser,2011)-, and, on the other hand, based on the criteria for producing quality CLILlearning materials drawn up by Mehisto (2012). Further research is in process inorder to refine the checklist with the results of an analysis of the criteria carriedout by a focus group of CLIL teachers, and of a survey addressed to teachers whoare currently implementing CLIL in their schools. doi:10.5294/laclil.2016.9.1.7
{"title":"Developing a CLIL textbook evaluation checklist","authors":"B. L. Medina","doi":"10.5294/LACLIL.2016.9.1.7","DOIUrl":"https://doi.org/10.5294/LACLIL.2016.9.1.7","url":null,"abstract":"In the last decades, the number of bilingual schools in Europe has increased significantly.Most of these schools implement CLIL methodology in their teachingand, consequently, there is a demand for new and appropriate materials for eachcontent subject taught through a foreign language: new textbooks written in L2are needed, and the existent offer does not meet the current demand. Given thatCLIL materials development is a relatively recent field, there is not much researchon the evaluation of those still insufficient course books. In this paper, and in orderto evaluate CLIL textbooks, we propose a tentative checklist twofold based: onthe one hand, based on previous checklists created to evaluate ELT textbooks - CLILmaterials use principles/techniques of foreign language teaching (Steirt and Masser,2011)-, and, on the other hand, based on the criteria for producing quality CLILlearning materials drawn up by Mehisto (2012). Further research is in process inorder to refine the checklist with the results of an analysis of the criteria carriedout by a focus group of CLIL teachers, and of a survey addressed to teachers whoare currently implementing CLIL in their schools. doi:10.5294/laclil.2016.9.1.7","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"159-173"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71157833","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}
Cognates have served as a useful tool for investigating the bilingual lexicon inmany studies, but very little research has been carried out on different types ofcognates, specifically, partial cognates and their role in cross-linguistic effect.The present study examines cognate effect in the speech production and acceptabilityjudgment of two groups of highly proficient, late-onset English-Spanish(n = 12) and Spanish-English (n = 12) bilinguals within a single-language (English)context. The findings of two tasks, a production task, whereby participants wereasked to spontaneously produce synonyms to prompt words, and an acceptabilityjudgment task of a variety of sentences including use of false and partial English-Spanish cognates are reported here, framed within non-selective, integrated modelsof lexical representation. The results suggest a significant cognate effect in both bilingualgroups in both tasks compared to their monolingual counterparts with, surprisingly,greater significance demonstrated from L2 to L1 influence, particularly inproduction. These findings add to the growing support for semantic modulation atthe conceptual level of lexical processing in highly proficient bilinguals. doi:10.5294/laclil.2016.9.1.8
{"title":"Cognate Effect and Lexical Processing in English-Spanish and Spanish-English Bilinguals","authors":"M. McGregor","doi":"10.5294/6092","DOIUrl":"https://doi.org/10.5294/6092","url":null,"abstract":"Cognates have served as a useful tool for investigating the bilingual lexicon inmany studies, but very little research has been carried out on different types ofcognates, specifically, partial cognates and their role in cross-linguistic effect.The present study examines cognate effect in the speech production and acceptabilityjudgment of two groups of highly proficient, late-onset English-Spanish(n = 12) and Spanish-English (n = 12) bilinguals within a single-language (English)context. The findings of two tasks, a production task, whereby participants wereasked to spontaneously produce synonyms to prompt words, and an acceptabilityjudgment task of a variety of sentences including use of false and partial English-Spanish cognates are reported here, framed within non-selective, integrated modelsof lexical representation. The results suggest a significant cognate effect in both bilingualgroups in both tasks compared to their monolingual counterparts with, surprisingly,greater significance demonstrated from L2 to L1 influence, particularly inproduction. These findings add to the growing support for semantic modulation atthe conceptual level of lexical processing in highly proficient bilinguals. doi:10.5294/laclil.2016.9.1.8","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"9 1","pages":"174-209"},"PeriodicalIF":0.6,"publicationDate":"2016-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/6092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125467","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}
It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1st CLIL Symposium was held at the Universidad de La Sabana in Chia, Colombia in 2008. Over this period, the pace of debate on education and languages has only increased, and growing interest in CLIL (content and language integrated learning) approaches continues to raise new questions for researchers, teachers, policy makers, and learners—indeed, society at large—about the needs for, and challenges of, integrating content and additional (or even first) languages in the classroom and beyond
{"title":"CLIL and education coming together: The crossroads for multilingualism","authors":"Jermaine S. McDougald, C. Anderson","doi":"10.5294/5976","DOIUrl":"https://doi.org/10.5294/5976","url":null,"abstract":"It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1st CLIL Symposium was held at the Universidad de La Sabana in Chia, Colombia in 2008. Over this period, the pace of debate on education and languages has only increased, and growing interest in CLIL (content and language integrated learning) approaches continues to raise new questions for researchers, teachers, policy makers, and learners—indeed, society at large—about the needs for, and challenges of, integrating content and additional (or even first) languages in the classroom and beyond","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2015-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125381","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}
Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the importance of integrating language and culture in teaching and learning processes. However, it is not easy for students who use English as a foreign language (EFL) to speak English fluently in an environment where English is rarely used outside the classroom. Teachers nevertheless try to find out the most appropriate teaching approach to develop their students’ English skills in order to serve the demands for English in the labor markets. This article discusses the application of CLIL in an EFL context—a case study in Thailand—with an emphasis on explanation of CLIL framework and principles and how these are implemented in Thailand as guidelines for developing EFL courses or curriculum. Both advantages and disadvantages of applying CLIL are examined and the difficulties of applying CLIL in the classroom are clarified to help EFL teachers plan their courses more effectively. Key words: Content and Language Integrated Learning (CLIL), English communication, language teaching and learning, EFL context
{"title":"Applying CLIL to English language teaching in Thailand: Issues and challenges","authors":"Khwanchit Suwannoppharat, Sumalee Chinokul","doi":"10.5294/3163","DOIUrl":"https://doi.org/10.5294/3163","url":null,"abstract":"Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the importance of integrating language and culture in teaching and learning processes. However, it is not easy for students who use English as a foreign language (EFL) to speak English fluently in an environment where English is rarely used outside the classroom. Teachers nevertheless try to find out the most appropriate teaching approach to develop their students’ English skills in order to serve the demands for English in the labor markets. This article discusses the application of CLIL in an EFL context—a case study in Thailand—with an emphasis on explanation of CLIL framework and principles and how these are implemented in Thailand as guidelines for developing EFL courses or curriculum. Both advantages and disadvantages of applying CLIL are examined and the difficulties of applying CLIL in the classroom are clarified to help EFL teachers plan their courses more effectively. Key words: Content and Language Integrated Learning (CLIL), English communication, language teaching and learning, EFL context","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"237-254"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/3163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124190","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 article "Project work in CLIL: A bibliographical review" has been retracted at the request of the authorities of the Universidad Catolica San Antonio de Murcia (Murcia, Spain) as the manuscript was found to contain a substantial amount of content derived without credit or citation from the unpublished work of researchers at that institution. El articulo "El trabajo de proyectos en CLIL: Una revision bibliografica" a peticion de las autoridades de la Universidad Catolica San Antonio de Murcia (Murcia, Espana) que se encontro el manuscrito para contener una cantidad sustancial de contenido derivado sin credito o cita de las obras ineditas de investigadores de esa institucion. For further information/Para informacion adicional: http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/6714
“Project in CLIL条:bibliographical review”一直retracted at The request of The authorities of The San Antonio西亚天主教大学(穆尔西亚,Spain) as The manuscript was found to含有的. content毁坏without credit or citation from The work of研究未出版at that监控。CLIL项目跟进,“工作的:一个订正bibliografica当局的请求”穆尔西亚天主教大学圣安东尼奥(穆尔西亚,西班牙发现)的手稿要包含大量的实质性内容没有credito衍生物或约会ineditas工程研究的工作。欲了解更多信息，请登录http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/6714
{"title":"Project Work in CLIL: A Bibliographical Review","authors":"Ricardo Casañ-Pitarch","doi":"10.5294/5775","DOIUrl":"https://doi.org/10.5294/5775","url":null,"abstract":"The article \"Project work in CLIL: A bibliographical review\" has been retracted at the request of the authorities of the Universidad Catolica San Antonio de Murcia (Murcia, Spain) as the manuscript was found to contain a substantial amount of content derived without credit or citation from the unpublished work of researchers at that institution. El articulo \"El trabajo de proyectos en CLIL: Una revision bibliografica\" a peticion de las autoridades de la Universidad Catolica San Antonio de Murcia (Murcia, Espana) que se encontro el manuscrito para contener una cantidad sustancial de contenido derivado sin credito o cita de las obras ineditas de investigadores de esa institucion. For further information/Para informacion adicional: http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/6714","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"212-236"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124793","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 paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as sheltered instruction . Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors’ interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects).
{"title":"The dialogues between content and language: Cautions and challenges in the emergence of a bilingual education program","authors":"C. E. Cortés, B. NelsonEduardoAlzate","doi":"10.5294/5917","DOIUrl":"https://doi.org/10.5294/5917","url":null,"abstract":"This paper presents a set of ideas about the basics for developing interdisciplinary dialogues between content (science) and language (English) in bilingual educational processes, under the premise that a satisfactory relationship between those elements help guarantee successful content-based instruction (CBI) in its form known as sheltered instruction . Additionally, a practical example (based on a science curriculum) is presented to demonstrate some principles that inform approaches to teaching such content. Finally, based on the authors’ interdisciplinary work and pedagogical experiences, some recommendations on teaching content and language in bilingual settings are presented in the form of cautions (a balance of actions) and challenges (prospects).","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"161-183"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71125317","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}
Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.
{"title":"Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?","authors":"Ali Farahani, Soory Salajegheh","doi":"10.5294/4802","DOIUrl":"https://doi.org/10.5294/4802","url":null,"abstract":"Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"8 1","pages":"184-211"},"PeriodicalIF":0.6,"publicationDate":"2015-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/4802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71124874","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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