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What Type of Oral Corrective Feedback Do Chilean EFL Young Learners Prefer?

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Title: What Type of Oral Corrective Feedback Do Chilean EFL Young Learners Prefer?
Language: English
Authors: Aedo, Pablo, Millafilo, Claudia
Source: HOW. Jul-Dec 2022 29(2):81-100.
Availability: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Oral Language, Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction, Foreign Countries, English (Second Language), Preferences, Student Attitudes, Rating Scales, Student Motivation, Teaching Methods, Metalinguistics, Learning Processes, Metacognition, Video Technology, Elementary School Students, Educational Policy, Student Evaluation
Geographic Terms: Chile
ISSN: 0120-5927
Abstract: This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher's correction and feedback when done carefully and clearly and considering students' affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376755
Database: ERIC
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  Data: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
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  Data: This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale and a focus group. The data from the scales were analyzed with descriptive statistics while the focus groups were interpreted with the content analysis technique. The results suggest that students appreciate teacher's correction and feedback when done carefully and clearly and considering students' affective domains such as beliefs and motivation. They also show a tendency towards the strategies of recast and repetition. On the other hand, they prefer less the use of metalinguistic feedback and elicitation strategies. In addition, this experience suggests that children are capable of reflecting on their learning processes, so it is urged that children be given an active participatory role in the development of methodologies and strategies to capture the voices of the real potential beneficiaries of these.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 20
        StartPage: 81
    Subjects:
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Chile
        Type: general
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      – TitleFull: What Type of Oral Corrective Feedback Do Chilean EFL Young Learners Prefer?
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