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This article examined the classroom interaction of two teachers and their pupils (36 Grade 5 and 35 Grade 6) in 26 lessons (totalling 15.2 hours) to investigate the way in which these teachers spontaneously attended to form, and to determine the extent to which these Chinese young learners could and did subsequently demonstrate uptake in their production. In addition, individual interviews (approximately 8 hours) with both teachers and learners were carried out to assist interpreting lesson transcripts in relation to corrective feedback and learner uptake. The results suggest that both teachers often take advantage of corrective feedback, creating opportunities for learners to correct errors, and learners are capable of correcting errors after a prompt. Such attention to form that provides learners with an opportunity to negotiate of form or meaning can potentially benefit L2 learning. This article concludes with implications for pedagogy, research and teacher professional development that are made based upon these findings.

This study investigated teachers’ choice and students’ preference of corrective feedback by 24 native English teachers and 51 university students taking English conversation in the EFL context of Korea, utilizing both quantitative and qualitative data. The results of the quantitative data analysis were: 1) all of the groups―teachers, students, the high proficient students (HPSs), and the low proficient students (LPSs)―preferred recast the most out of the five approaches of corrective feedback proposed by Lyster and Ranta (1997) and 2) the explicit correction approach was the only statistically significant variable in the comparison between groups: teachers versus students and the HPSs versus the LPSs. The results of the qualitative data analysis were: 1) both teachers and students showed individual differences as well as group differences of corrective feedback, which might result in statistical insignificance in the overall group comparison in the quantitative data and 2) some of the teachers and students perceived clarification request, elicitation, and repetition as measuring the same construct of implicit correction. This study concludes with teaching implications and future study areas for corrective feedback.

It has long been assumed within traditional pedagogical practice that error feedback is necessary for learners to progress in their acquisition and use of second language (L2) in more target-like ways. Providing feedback in class is not a simple or clear-cut process as there are many different types of feedback and each type can have a specific effect on learners’ errors. This observational study addressed the following issues with regard to corrective feedback and learner errors: (1) the effectiveness of different types of interactional feedback, (2) the types of feedback that lead to learners' successful uptake, and (3) the categories of errors (e.g., phonological, grammatical, lexical) native English teachers prefer to provide feedback on. Two native English teachers and twenty-eight English as a Second Language (ESL) students at two levels of proficiency, beginners and intermediate, were observed during class. Teacher-student and student-student interactions were recorded during the lesson and individual teacher interviews were carried out after the class observations. The analysis of the data revealed the most frequent types of interactional feedback with intermediate learners were explicit correction followed by metalinguistic clues, clarification requests and recasts. With the beginner students, the most frequently used feedback type was explicit correction, followed by clarification requests, and recasts. This study also showed that repetition and metalinguistic feedback always led to successful uptake. Finally, teachers preferred to correct mostly phonological errors. These results have implications for ESL teachers and teacher educators.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

The present study was initiated in order to understand the impact of corrective feedback(CF) with and without individual conferences, given after formative assessments concerning the learning of grammar. A total of 35 college students participated, and they were randomly assigned to the control group and the experimental group. The findings showed that the scores of the posttest of the two groups were higher than the pretest. However, the mean score of the experimental group was higher than that of the control group. The results imply that the CF itself was effective for grammar learning. Even more effective was the combination of the CF with the individual conferences. The individual conferences, added to the explicit written comments with respect to the formative assessment, proved to be the keys to provide the students with the opportunities for clarification and questions. Additionally, the results also showed that the formative assessment enabled the students to check their progress and their comprehension of grammar in classes which, in turn, aided the students in learning grammar more effectively.

This study examined the relative effectiveness of recasts, explicit correction, and metalinguistic prompts on developing English past progressive forms among second language (L2) learners, and whether the effectiveness of each feedback type was differently associated with L2 proficiency. A total of 197 Japanese learners of English as a foreign language were divided into recast, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks and received corrective feedback (CF). The task-only group performed the same tasks as the CF groups but did not receive CF. The test control group did not perform the tasks and solely took pretests and posttests. The results showed that explicit types of feedback (explicit correction and metalinguistic prompts) were more effective than implicit feedback (recasts). Further, simple regression analyses showed that L2 proficiency was significantly associated with gains in scores of the recast and metalinguistic prompt groups but not the explicit correction group. These results suggest that L2 proficiency differentially influences the effectiveness of different CF types.

Considering the importance of teachers’ performance in class as a variable which affects the efficacy of corrective feedback (CF), it has not necessarily received the attention it deserves in second language acquisition (SLA) research: While there are a number of studies that focus on the efficacy of CF strategies from learners’ standpoint, research that focuses on the provider of CF, i.e., the foreign language (FL) teacher, has not yet been done as extensively. The present study was conducted to examine how native speaker (NS) and non-native speaker (NNS) teachers differ in their provision of CF and to investigate whether the two types of teachers’ provision of CF is congruent with their perceptions and beliefs. The results show that the ability to match their beliefs with their actual CF provision seems to be affected by their L1 background. NS teachers tend not to provide abundant phonological CF due to their insensitivity to some phonological errors in learners’ utterances. NNS teachers tend not to have the ability to provide CF in general due to their lack of language proficiency. Finding ways to overcome teachers’ current weaknesses may be a prerequisite to enhancing the quality of education in Japan.

This paper discusses the results of surveying 16 experienced teachers(group 1) and 16 less-experienced ones(group 2) about types of corrective feedback they have used in elementary school English classrooms. The results of this study are as follows: (1) Conversational recasts are used most frequently and they are the most preferable and thought to be the most effective. However, there is no significant difference between both groups in terms of frequency, preference and effectiveness of conversational recasts. Conversational recasts are used so as not to interrupt the flow of students’ conversations and give them emotional pressure. (2) Repetition is used most frequently, but elicitation is the most preferable and thought to be the most effective for prompting students to reformulate their own utterances. However, there are no significant differences between both groups in terms of frequency, preference and effectiveness of repetition and elicitation. (3) Comprehension checks are used more frequently than confirmation checks, but the latter is more preferable and thought to be more effective than the former. Confirmation checks are used more frequently and they are more preferable for group 1, whereas comprehension checks are used more frequently and they are more preferable for group 2. Both groups think they are equally effective. However, there are no differences between both groups in terms of frequency, preference and effectiveness of confirmation and comprehension checks. The results of this study are expected to help teachers recognize focus on form techniques and utilize a variety of corrective feedback eclectically in elementary school English classrooms.

The main purpose of this study is to examine the effects of explicit and implicit Form Focused Instruction(FFI) and Corrective Feedback(CF) on EFL learners to acquire the intonation of English choice questions which have different levels. For explicit FFI and CF, the Consciousness raising method and explicit corrections about learners’ mistakes were applied to the research. For implicit FFI and CF, the Input enhancement method and indirect prompt feedback were used. To analyze the effect of each method, the research employed a pretest and post-test with 60 Korean middle school learners assigned to three groups: Control, explicit, and implicit group over 8 weeks. The results were measured through a written, controlled read-aloud, and free speaking test. An interview with learners was also done after the post-test. The results discussed the crucial role of explicit FFI and CF for learning complex intonation patterns and the potential strength of implicit CF to improve target intonation in free conversation.

This study explores how elementary school teachers and students perceive English grammar instruction and corrective feedback. Fifty elementary school teachers and 966 students (3rd∼6th graders) were recruited for the present study. Two types of questionnaires were designed and administered: one for teachers and the other for students. Results showed that most teachers preferred implicit grammar instruction to explicit instruction. While most students agreed that English grammar instruction plays a valuable role in learning English, they had no preference for a particular instructional method. Also, there was a clear gap between teachers and students in terms of corrective feedback preferences. The teachers were found to assume that their students did not want to receive corrective feedback, whereas their students favored their teachers’ provision of corrective feedback when needed. Other factors such as gender, grade, age of onset, and school district were also found to influence the participating learners’ perception of grammar instruction and corrective feedback.

이 연구의 목적은 한국의 한 고등학교에서 AWE 프로그램을 사용하는 것이 교사의 피드백과 학습자의 글쓰기 수행에 미치는 영향을 조사하는 것입니다. 26명의 학생들은 AWE 프로그램과 교사로부터 통합적인 피드백을 받는 그룹과 교사로부터 통합적인 피드백을 받는 그룹으로 나뉘었습니다. 그 결과 AWE 프로그램을 사용하면 교사가 제공하는 피드백의 양이 줄어들어 피드백에 소요되는 시간과 노력이 감소하는 것으로 나타났습니다. 구체적으로, 하위 수준의 피드백을 제공하는 데 있어 교사의 부담이 상당히 완화되었습니다. AWE 프로그램은 문법과 철자 오류를 수정하는 데 탁월했고, 교사는 상황별 문제에 초점을 맞추었습니다. 다섯 가지 분석적 글쓰기 특징에 대한 학생들의 에세이를 분석한 결과, 통합적 피드백 그룹은 전체 분석적인 쓰기 점수에 유의미한 차이가 없었지만 어휘와 표기법에서 유의미한 향상을 보였고 교사 전용 그룹은 조직에서 유의미한 향상을 보였습니다. 그 결과를 바탕으로 추가적인 교육학적 제안과 시사점을 논의합니다.

The purpose of this study is to investigate the impact of using an Automated Writing Evaluation (AWE) program in a Korean high school on both teacher feedback and learner writing performance. Twenty-six students were divided into two groups: one receiving integrated feedback from the AWE program and the teacher, and the other receiving feedback solely from the teacher. Results indicated that using the AWE program reduced the quantity of feedback provided by the teacher, thus decreasing the time and effort required for feedback. Specifically, the teacher’s burden in providing lower-level feedback was significantly alleviated. The AWE program excelled in correcting grammar and spelling errors, while the teacher focused on context-specific issues. Analysis of students’ essays on five analytic writing features revealed that, although there were no significant differences in overall analytic writing scores between groups, the integrated feedback group showed significant improvement in vocabulary and mechanics, whereas the teacher-only group improved in organization. Further pedagogical suggestions and implications are discussed based on the results.

This study examined the effects of three different types of corrective feedback (CF) on the acquisition of declarative/procedural knowledge of the English past tense in a foreign language (FL) classroom setting. The participants comprised Japanese university students, and five classes were assigned to recasts, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks designed to elicit past-tense forms and received CF. The task-only group performed the tasks without any CF, while the test control group completed pretests and posttests only. Participants’ declarative and procedural knowledge of the past tense was measured at the pretest, immediate posttest, and delayed posttest. The results generally showed that recasts and explicit correction were effective for the development of declarative knowledge of the structures, while metalinguistic prompts were beneficial for the development of procedural knowledge. Thus, metalinguistic prompts would be one of the best types of feedback to provide in an FL classroom setting to help learners develop procedural knowledge of past-tense forms. However, to effectively develop their declarative knowledge of past-tense forms, recasts and explicit correction should also be provided.

This study investigated second language (L2) writing strategies in which categories were chosen through deductive reasoning of strategies pertaining to planning, problem-solving, and corrective feedback. The relationships among strategy categories with self-reported L2 writing skill, writing anxiety and major were also identified. Items selected for inclusion into the questionnaire emanated from established L2 writing strategy research. A group of 127 English and 100 non-English majors participated in this questionnaire study. The three writing strategy categories were isolated through a combination of exploratory and confirmatory factor analysis. Structural equation modeling (SEM) was used to identify the association the three writing strategy categories have with L2 writing skill, anxiety and English/non-English majors. Results revealed that problem-solving strategies were most popular followed by planning strategies, while corrective feedback strategies were reported least. Selfperceived L2 writing skills had a positive association with each strategy category. SEM identified positive path coefficients from L2 writing anxiety to all three strategy categories when controlling for writing skill, suggesting moderate levels of L2 writing anxiety have a positive influence on strategy use. English majors had a greater propensity for planning strategies than non-English majors. Results driven pedagogical implications for administering L2 writing strategy training are given.

본 연구는 교직 희망 의지와 동료 피드백 유형이 예비교사들의 교사효능감에 어떤 영향을 미치는지를 알아보기 위해 수행되었다. 이를 위해, 한 집단에게는 동료의 모의수업에 대해 긍정적인 강화 중심의 피드백을 제공토록 하였고, 또 다른 집단에게는 교정 중심의 피드백을 제공토록 하여, 이 두 집단 간의 교사효능감의 차이를 비교해보았다. 또한, 예비교사들의 교직 희망 의지 정도에 따라 교사효능감에 차이가 있는지, 그리고 동료피드백 유형에 따른 효과가 교직 희망 의지에 따라 차이가 있는지도 아울러 살펴보았다. 이 연구를 위하여 수도권에 위치한 한 대학에서 교직과정을 이수하고 있는 64명의 예비교사들이 실험에 참여하였다. 연구 결과, 동료 피드백 유형에 따른 교사효능감 차이는 없는 것으로 나타났다. 즉, 긍정적 피드백과 교정적 피드백 모두 교사효능감을 향상시키는 데 효과적인 것으로 나타났다. 또한 교사가 되려는 확고한 의지를 지닌 예비교사들이 그렇지 않은 예비교사들에 비해 교사효능감이 더 높은 것으로 나타났다. 한편, 교직 희망 의지와 동료피드백 유형 간에는 상호작용효과가 있는 것으로 나타났다. 교직 희망 의지가 강한 예비교사들에게는 교정적 피드백이 교사효능감 향상에 더 효과적인 반면, 교직 희망 의지가 강하지 않은 예비교사들에게는 긍정적 피드백이 교사효능감을 높이는 데 더 효과적인 것으로 나타났다.

The purpose of this study is to find out which kind of feedback is more effective in enhancing teacher efficacy of pre-service teachers, whether there is a difference in teacher efficacy between those pre-service teachers with strong vocational aspiration and those with low aspiration, and whether there is an interaction effect between the type of feedback and vocational aspiration. For this purpose, 64 pre-service teachers participated in this study. The results of the study indicated that there was no statistically significant differences between positive and corrective feedback groups on their teacher efficacy level. That is, both positive and corrective feedbacks were equally effective for enhancing pre-service teachers' teacher efficacy. However, pre-service teachers with strong vocational aspiration showed higher level of teacher efficacy than those with low aspiration. Finally, an interaction effect was found between the type of feedback and vocational aspiration. That is, corrective feedback was more effective for those with strong aspiration while positive feedback was more effective for those with low aspiration.

This study investigated the impact of Teacher-correction, Peer-correction, and Self-correction on the performance of Iranian advanced students on IELTS writing test. The participants of the study were 54 students who were chosen from among 75 IELTS candidates, and then divided into three groups of 18. All of the students took writing pre-test at the beginning of the term and, then the 8-week treatment in which they received different types of feedback started. One-way ANOVA results of the post-test revealed that there was a significant difference among the performance of the three groups. The results of the Scheffe Test showed that there was a significant difference between Teachercorrection and Self-correction groups, between Teacher-correction and Peer-correction groups, and between Self-correction and Peer-correction groups. The findings suggested that Peer-correction and Self-correction were much more effective than the traditional Teacher-correction, and Peer-correction was shown to be the best method of giving feedback.

The present study aimed to investigate effects of direct and indirect written corrective feedback (WCF) on the development of Korean EFL writing skills. Feedback was provided using the computer software Grammarly. Twenty-seven students of the English Department of Adult Life-long Education at a university in Seoul participated in this study. The researcher employed a three-stage design: (1) individual writing of a draft in class, (2) two types of feedback (direct WCF vs. indirect WCF, reformulation), and (3) individual rewriting in class. Participants' writing scores significantly improved after receiving feedback overall. In addition, errors in forms and clarity significantly reduced after the feedback, but not errors in word choices. Regarding feedback types, learning gains were more significant after direct WCF than reformulation, although errors in forms after direct WCF and word choice errors after reformulation significantly reduced among three types of errors. Additionally, most errors occurred in forms. The ratio of uptake was relatively low. The direct WCF group demonstrated a higher uptake in errors of forms and clarity, while word choice errors were more effectively addressed by reformulation. Theoretical and pedagogical implications of these findings are discussed.

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

Recent interaction research has shown that corrective feedback may benefit L2 learners to varying degrees, and that certain types of feedback may be more beneficial than others, engendering much discussion and research attempts to investigate the issue. Goo’s (2012) study is one of those empirical attempts conducted in this line of research paradigm. The present study, as a conceptual replication of Goo’s original study, explores this on-going area of feedback research, the relative efficacy of different forms of corrective feedback, and whether/how phonological short-term memory (PSTM) mediates the impact of different feedback moves on the acquisition of the English that-trace filter. Twenty-nine adult high-intermediate Korean EFL learners were randomly assigned to one of three groups: a recast, metalinguistic feedback, and comparison groups. The study employed a pretest-posttest design. One intensive treatment session was implemented. Two dependent variable measures were developed/administered to assess learner performance: a timed grammaticality judgment test and a timed oral production test. Overall results showed that metalinguistic feedback was more effective than recasts at facilitating the acquisition of the target construction. PSTM was not found to be correlated with the effectiveness of recasts and metalinguistic feedback. Different patterns of learner performance were also observed depending upon the mode of dependent variable measure.