2021
Drew, Freya Lynn
To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 34-57, 2021.
Abstract | Links | BibTeX | Tags: Asia, China, Feedback
@article{nokey,
title = {To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study},
author = {Freya Lynn Drew},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2021/12/To-What-Extent-Do-Student-Preferences-for-Oral-Corrective-Feedback-Freya-Lynn-Drew-1.pdf},
year = {2021},
date = {2021-12-08},
urldate = {2021-12-08},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {34-57},
abstract = {This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF. },
keywords = {Asia, China, Feedback},
pubstate = {published},
tppubtype = {article}
}
This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF.