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 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.

• Tác giả chính: Imbaquingo Casco, Lady Melany (author)
• Tác giả khác: Sánchez Aguiar, Fernanda Aracelly (author)
• Định dạng: bachelorThesis
• Ngôn ngữ: eng
• Được phát hành: 2023
• Những chủ đề: PRECISIÓN; RETROALIMENTACIÓN CORRECTIVA ORAL; PERSPECTIVAS DE LOS DOCENTES; INGLÉS
• Truy cập trực tuyến: http://repositorio.utc.edu.ec/handle/27000/11583