The effects of oral corrective feedback on the learning of comparative forms in ESL

Raja Nor Safinas Raja Harun

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Raja Nor Safinas Raja Harun
Additional Authors :	Anwar Zakaria
Title :	The effects of oral corrective feedback on the learning of comparative forms in ESL

Place of Production :	Tanjong Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris
PDF Full Text :	Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris

The effectiveness of oral corrective feedback (CF) on learners’ interlanguage development has been the topic of much discussion in the second language acquisition (SLA). This study intends to investigate the effects of implicit and explicit oral corrective feedback on the learning of comparativeforms in English as a second language (ESL) in the Malaysian context. The learning of comparative forms entails the implicit grammar knowledge (IGK) / fluency and explicit grammar knowledge (EGK) / accuracy. The study employs a quasi-experimental research method using 3-groups pre-test and post-test design: recast group (implicit oral corrective feedback), metalinguistic feedback group (explicit oral corrective feedback), and control group (task-related feedback). It involved 80 B.Ed. Teaching English as a Second Language (TESL) student teachers. Pe-tests and post-tests data were analysed using one-way analysis of variance (ANOVA). Recorded observations of classroom discourse and interviews were transcribed and analysed qualitatively. Adapted questionnaires were analysed using descriptive statistics. The findings revealed that in terms of the IGK (fluency), the groups exposed to the implicit and explicit oral corrective feedback (recast and metalinguistic groups) scored higher mean scores in the post-test compared to the control group. However, they were found not to be statistically significant. The findings of the EGK (accuracy) revealed that the explicit oral corrective feedback group scored significantly higher than the implicit oral corrective feedback and the control group. This study implicates that exposing learners to both implicit and explicit oral corrective feedback contribute positively on the development of fluency and accuracy of comparative forms.

References

Adams, R.. and Neuvo, A.M, Egi, T. (2012). Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner–learner interactions?. The Modern Language Journal, 95, 42-63.

Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16 (1) 9–37 doi: 10.1177/1362168811423339

Atai, Mahmood Reza and Shafiee, Zahra. (2017). Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction. Teacher Development. 21 (4), 580-596.

Carroll, S. and Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language, 15, 357-386.

Chu, R. (2011). Effects of teacher’s corrective feedback on accuracy in the oral English of Englishmajors college students. Theory and Practice in Language Studies, 1(5), 454-459.

Elder, C., Erlam, R. & Philp, J. (2011). Explicit language knowledge and focus on form. Options and obstacles for TESOL teacher trainees. In Fotos, S. And Nassaji, H. (eds.). Form-focused Instructions and Teacher Education: Studies in Honour of Rod Ellis. Oxford: Oxford University Press.

Ellis, R. (2005). Measuring implicit and explicit knowledge of second language: A psychometric study. Studies in Second Language, 27, 141 – 172.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 1, 3-18.

Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and explicit corrective feedback and the of L2 grammar. Studies on Second Language, 28,339-368. doi: 10.10170s0272263106060141

Ellis, R. & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. SSLA, 28, 575–600. doi: 10+10170S027226310606027X

Erlam, R. (2009). The elicited oral imitation test as a measure of implicit knowledge. In Ellis, R., Loewen,S., Elder, Erlam, R., Philp, J. & Reinders, H. (Eds.), Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching, 65-93. Clevedon: Multilingual Matters.

Ning Fan. (2019). An investigation of oral corrective feedback in an ESL listening and speaking class. Journal of Language Teaching & Research. 10(1), 197-203.

Faqeih, H. I (2012). The effectiveness of error correction during oral interaction: Experimental studies with English L2 learners in the United Kingdom and Saudi Arabia. Doctoral dissertation, retrieved from theses and dissertation University of York’s electronic theses and dissertation archive: http://eprints.utas.edu.au/14782/2/whole-othman-thesis.pdf

Fraenkel, J.R. & Wallen, N.E. (2008). How to Design & Evaluate Research in Education (7th ed.). Boston, US: McGraw-Hill.

Gass, S. M. (1997). Input, Interaction, and The Second Language Learner. Mahwah, NJ: Erlbaum.

Kamiya, N. (2018). An analysis of the meaning of “Natural” concerning oral corrective feedback. TESL-EJ. 22 (1), 1-12.

Krashen S. (1981). Second Language Acquisition and Second Language Learning. Oxford, UK: Pergamon Press.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-Analysis. Language Learning , 309–365.

Long, M. H. (1996). The role of the linguistic environment in second language. In W. Ritchie, & T. Bhatia, Handbook of Second Language , 413–68,. New York: Academic Press.

Long, M. H. (2007). Problems in SLA. Mahwah, NJ: Erlbaum.

Lyster, R., & Kazuya, S. (2010). Oral feedback in SLA classroom: a meta-analyis. Studies in Second Language, 32, 265 – 302.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language, 19, 37 -61.

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1-40. http://doi:10.1017/S0261444812000365.

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language, 28, 269 – 300.

Lyster, R., Saito, K. & Sato, M. (2013). State of the art article: Oral corrective feedback in second language classrooms. Language Teaching. 46, 1-40.

Mackey, A. and Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies, 407 – 452. Oxford, UK: Oxford University Press.

Noorizah, M., Idris, A., Rosniah, M. & Teo, K.S. (2010). Teacher’s verbal feedback on students’ response: a Malaysian ESL classroom discourse analysis. Procedia Social and Behavioral Sciences, 7, 398–405. doi:10.1016/j.sbspro.2010

Russel, J. & Spada, N. (2006). The effectiveness of corrective feedback for the of L2 grammar: A meta-analysis of the research. In J.M. Norris & L. Ortega (eds.) Synthesizing Research on Language Learning and Teaching, 133-164. Amsterdam: John Benyamins.

Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback. Modern Language Journal, 85(2), 244-258.

Schwartz, B. (1993). Explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-163.

Sheen, Y. (2006 ). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research , 10, 361 – 392.

Tedick, D. & Gortari, B. (1998, May). Research on Error Correction and Implications for Classroom Teaching. The Bridge, ACIE Newsletter Center for Advanced Research on Language , University of Minnesota v1. Retrieved from http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf

Truscott, J. (1996). The case against grammar correction in L2 writing class. Language Learning, 46, 327-369.

Truscott, J. (1999). What’s wrong with oral grammar correction. Canadian Modern Language Review, 55, 437 – 456.

Vartanian, M. M. (2011). Differential Effects of Corrective feedback on L2 Acquisition (MA dissertation), retrieved from theses and dissertation California State University, Long Beach electronic theses and dissertation archive:, retrieved from theses and dissertation University of York’s electronic theses and dissertation archive http://www.csulb.edu/colleges/cla/.../students/.../theses-and-comps-2011

Wan Mazlini, O. (2012). The role of feedback in Malaysian ESL secondary school classrooms. Ph.D. dissertation. Retrieved from http://eprints.utas.edu.au/14782/2/whole-othman-thesis.pd

White, L. (1989). Universal Grammar and Second Language. Amsterdam: John Benjamins.

White, L. (1991). Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom. Second Language Research. 7, 133-161.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page