Oral corrective feedback in teaching learning process
Developing accuracy in speech has become an essential aspect to build meaningful interaction in second-language classrooms, being oral corrective feedback (OCF) the best method to improve it. Thus, this quali-quantitative research approach aims to explore the teachers’ perspectives who use oral corr...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | |
| التنسيق: | bachelorThesis |
| اللغة: | eng |
| منشور في: |
2023
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://repositorio.utc.edu.ec/handle/27000/11583 |
| الوسوم: |
إضافة وسم
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إضافة وسم | الملخص: | Developing accuracy in speech has become an essential aspect to build meaningful interaction in second-language classrooms, being oral corrective feedback (OCF) the best method to improve it. Thus, this quali-quantitative research approach aims to explore the teachers’ perspectives who use oral corrective feedback in the English classrooms of the "Provincia de Cotopaxi" Educational Unit. The research method used was a case study with three teachers from the English department with more than fifteen years of experience in teaching English. Lyster and Ranta's (1997), as well as Ellis's (2009) categorization of types of oral corrective feedback were used. The data was collected through a survey for teachers, which is composed of 13 questions, of which 12 are closed ended and 1 is open-ended related to OCF. Furthermore, class observation and a checklist of the types of OCF were used. To obtain more precise results in the comparison and analysis of data, a video recording was also used with a confidentiality agreement from the participants. Finally, the results showed that recast and repetition are the most oral corrective feedback used in the classroom to treat students’ incorrect utterances. |
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