Oral corrective feedback in EFL communication classes - Teachers' beliefs and students' preferences

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

ORAL CORRECTIVE FEEDBACK IN EFL COMMUNICATION

CLASSES: TEACHERS’ BELIEFS AND STUDENTS’ PREFERENCES

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts in TESOL

Submitted by LE THI MINH SANG

Supervisor: Assoc. Prof. Dr. NGUYEN THANH TUNG

Ho Chi Minh City

December 2017

i

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Oral corrective feedback in EFL communication

classes: Teachers’ beliefs and students’ preferences” is my own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which

I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main text

of the thesis. This thesis has not been submitted for the award of any degree or

diploma in any other tertiary institution.

Ho Chi Minh City, 2017

Le Thi Minh Sang

ii

ACKNOWLEDGEMENTS

This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the

people who have kindly contributed with an enormous commitment and enthusiasm

in my research. Without the help of those who supported me at all times and in all

possible ways, it would not have been feasible for me to complete my M.A. thesis.

First of all, I am deeply indebted to my supervisor, Assoc. Prof. Dr. Nguyen Thanh

Tung, from Ho Chi Minh City University of Education, whose compassion,

encouragement and guidance throughout the research have helped in the completion

of this thesis. I have truly learned from the excellence of his skills and from his wide

experience in research; no words are adequate to describe the extent of my gratitude.

I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh

City for providing me with invaluable sources of intellectual knowledge during my

study there. This knowledge was very useful when I conducted this research.

I owe a great debt of gratitude to the anonymous participants who contributed data to

this thesis. Without them the data collection for this study could not properly been

carried out.

Last but not least, I would like to express my particular gratitude to my beloved

husband for his unconditional love, understanding, encouragement, and financial and

spiritual support over time and distance.

iii

ABSTRACT

Corrective feedback is significantly important for students at all levels as it can help

them enhance their foreign language acquisition after making errors or mistakes in

class. However, if there are any mismatches between teachers and students, the

effectiveness of corrective feedback definitely weakens. This study, therefore, aimed

at investigating of teachers’ beliefs and students’ preferences for oral corrective

feedback particularly concerning whether, when, which, how, and by whom errors

should be corrected in English for Communication classes.

To achieve this purpose, relevant literature on oral corrective feedback including

types, timing, sources and error types of oral corrective feedback as well as teachers’

belief and students’ preferences were reviewed in the theory chapter to shape the

theoretical framework of the study.

Based on this conceptual framework, the study was conducted at Branch 4 of the

Foreign Language Centre in Ho Chi Minh City University of Education with the

participation of 82 students and 20 teachers. Data collection was carried out during

the two weeks of 6

th

-13th March, 2017. Data were collected through the tools of a

questionnaire and interviewing for both teachers and students, and then analyzed with

version 22.0 of the SPSS software.

The findings of the study indicate that both of the teachers and learners have positive

attitudes towards oral corrective feedback. Regarding the similarities, they hold the

same opinion on general perceptions and types of errors to be corrected on oral

corrective feedback. On the contrary, there are some disparities between the two

groups related to timing, providers and strategies of oral corrective feedback.

Based on the research findings, the paper concluded with some pedagogical

implications and a recommendation for further study in the line of research on oral

corrective feedback.

iv

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP.................................................................................i

ACKNOWLEDGEMENTS ............................................................................................ii

ABSTRACT.....................................................................................................................iii

TABLE OF CONTENTS ...............................................................................................iv

LIST OF FIGURES......................................................................................................viii

LIST OF TABLES..........................................................................................................ix

CHAPTER 1 INTRODUCTION....................................................................................1

1.1. Background to the study..........................................................................................1

1.2. Statement of the problem ........................................................................................3

1.3. The purpose and research questions of the study ....................................................3

1.4. Significance of the study .........................................................................................4

1.5. Thesis outline ..........................................................................................................5

CHAPTER 2 LITERATURE REVIEW........................................................................7

2.1. Definitions of feedback ...........................................................................................7

2.2. Strategies and contents............................................................................................8

2.3. Concept of corrective feedback .............................................................................11

2.3.1. Corrective feedback types..............................................................................12

2.3.2. The timing of corrective feedback .................................................................16

2.3.3. Corrective feedback providers .......................................................................16

2.3.3.1 Teacher correction..................................................................................16

2.3.3.2 Self-correction........................................................................................17

2.3.3.3 Peer correction .......................................................................................17

2.3.4. Error types......................................................................................................18

2.3.5. The contribution of corrective feedback to communication acquisition........19

2.4. Teachers’ beliefs and students’ preferences..........................................................19

2.4.1. Teachers’ beliefs ............................................................................................19

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2.4.1.1 Definitions..............................................................................................20

2.4.1.2 Importance..............................................................................................20

2.4.2. Students’ preferences .....................................................................................20

2.5. Previous studies and research gap .........................................................................22

2.6. Summary ...............................................................................................................25

CHAPTER 3 METHODOLOGY.................................................................................26

3.1. Research site..........................................................................................................26

3.2. Participants............................................................................................................27

3.2.1. Students..........................................................................................................28

3.2.2. Teachers .........................................................................................................29

3.3. Methodology .........................................................................................................30

3.3.1. Overall approach ............................................................................................30

3.3.2. Research instruments......................................................................................31

3.3.2.1 Questionnaires for teachers and learners................................................31

3.3.2.2 Interviews for teachers and learners.......................................................35

3.4. Analytical framework............................................................................................36

3.4.1. Quantitative analysis for questionnaires ........................................................36

3.4.1. Qualitative analysis for interview ..................................................................37

3.5. Reliability and validity ..........................................................................................38

3.5.1. Questionnaires................................................................................................38

3.5.2. Interviews.......................................................................................................40

3.6. Summary ...............................................................................................................41

CHAPTER 4 RESULTS ...............................................................................................42

4.1. Questionnaire analysis...........................................................................................42

4.1.1. Teacher questionnaires...................................................................................42

4.1.1.1 Teacher questionnaire themes................................................................42

4.1.1.1.1 General beliefs.................................................................................42

4.1.1.1.2 Timing .............................................................................................43

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4.1.1.1.3 Types of oral corrective feedback ...................................................44

4.1.1.1.4 Providers..........................................................................................46

4.1.1.1.5 Types of errors to be corrected........................................................46

4.1.2. Student questionnaires....................................................................................47

4.1.2.1 Student questionnaire themes.................................................................47

4.1.2.1.1 General preferences.........................................................................47

4.1.2.1.2 Timing .............................................................................................49

4.1.2.1.3 Types of oral corrective feedback ...................................................50

4.1.2.1.4 Providers..........................................................................................51

4.1.2.1.5 Types of errors to be corrected........................................................52

4.2. Interview analysis..................................................................................................53

4.2.1. Teacher interviews .........................................................................................53

4.2.2. Student interviews..........................................................................................57

4.3. The comparisons between the EFL teachers’ beliefs and the EFL students’

preferences...........................................................................................................62

4.3.1. Questionnaire analysis....................................................................................62

4.3.1.1 General beliefs .......................................................................................63

4.3.1.2 Timing....................................................................................................66

4.3.1.3 Strategies................................................................................................68

4.3.1.4 Providers ................................................................................................72

4.3.1.5 Errors to be corrected .............................................................................73

4.3.2. Interview analysis...........................................................................................74

4.4. Summary ...............................................................................................................76

CHAPTER 5 DISCUSSION OF FINDINGS .............................................................77

5.1. EFL teachers’ beliefs about providing oral corrective feedback...........................77

5.2. EFL students’ preferences for oral corrective feedback in their communication

classes...................................................................................................................79

5.3. The comparisons between the teachers’ beliefs about and the EFL students’

preferences for oral corrective feedback in communication classes....................80

5.4. Summary ...............................................................................................................82

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CHAPTER 6 CONCLUSION AND RECOMMENDATIONS .................................83

6.1. Summary of key findings ......................................................................................83

6.2. Evaluation of methodology ...................................................................................84

6.2.1. Strengths.........................................................................................................85

6.2.2. Weaknesses ....................................................................................................85

6.3. Recommendations for teachers and students.........................................................85

6.4. Suggestions for further research............................................................................87

6.5. Summary ...............................................................................................................87

REFERENCES...............................................................................................................88

APPENDICES................................................................................................................96

Appendix 1: The questionnaire on oral corrective feedback (student version)............96

Appendix 2: The questionnaire on oral corrective feedback (teacher version)............99

Appendix 3: Teacher interview prompts....................................................................102

Appendix 4: Student interview prompts.....................................................................103

Appendix 5: The questionnaire on oral corrective feedback for students (Vietnamese

version)...............................................................................................................104

Appendix 6: The questionnaire on oral corrective feedback for teachers (Vietnamese

version)...............................................................................................................107

Appendix 7: Teacher interview prompts (Vietnamese version).................................110

Appendix 8: Student interview prompts (Vietnamese version) .................................111

Appendix 9: Consent form (Vietnamese version)......................................................112

viii

LIST OF FIGURES

Figure 2.1 Taxonomy of corrective feedback strategies (adapted from Lysteret al., 2010;

Milla & Mayo, 2014).......................................................................................................15

ix

LIST OF TABLES

Table 2-1. Corrective feedback strategies (adapted from Lyster & Ranta 1997) ...........13

Table 2-2. Error types (adapted from Chauron, 1977; Lyster & Ranta, 1997)...............18

Table 3-1. Demographic characteristics of learner participants .....................................29

Table 3-2. Demographic characteristics of teacher participants.....................................30

Table 3-3. Description of questionnaires for teachers and learners................................32

Table 3-4. Data collection techniques from questionnaires for teachers and learners....34

Table 3-5. Reliability analysis of teacher questionnaire (Cronbach’s Alpha) ................39

Table 3-6. Reliability analysis of student questionnaire (Cronbach’s Alpha)................40

Table 4-1. Teachers’ general beliefs about giving oral corrective feedback ..................42

Table 4-2. Teachers’ beliefs about timing of oral corrective feedback ..........................43

Table 4-3. Teachers’ beliefs about strategies of oral corrective feedback......................44

Table 4-4. Teachers’ beliefs about providers of oral corrective feedback......................46

Table 4-5. Teachers’ beliefs about types of errors to be corrected ................................47

Table 4-6. Students’ general preferences for oral corrective feedback...........................48

Table 4-7. Students’ preferences for timing of oral corrective feedback........................49

Table 4-8. Students’ preferences for types of oral corrective feedback..........................51

Table 4-9. Students’ preferences for providers...............................................................52

Table 4-10. Students’ preferences for types of errors to be corrected ............................52

Table 4-11. Results from teacher interviews ..................................................................54

Table 4-12. Results from student interviews ..................................................................58

Table 4-13. Chi-square results of some general perceptions..........................................63

Table 4-14. Chi-square result of the importance of oral corrective feedback.................64

Table 4-15. Chi-square result of correcting all errors.....................................................64

Table 4-16. Chi-square result of correcting some severe errors.....................................65

Table 4-17. Chi-square result of considering accuracy when correcting........................65

Table 4-18. Chi-square result of considering fluency when correcting..........................65

x

Table 4-19. Chi-square results of timing ........................................................................66

Table 4-20. Chi-square result of correcting immediately ...............................................67

Table 4-21. Chi-square result of correcting after speaking turns....................................67

Table 4-22. Chi-square result of correcting at the end of speaking activities.................67

Table 4-23. Chi-square result of correcting at the end of class.......................................68

Table 4-24. Chi-square results of strategies....................................................................69

Table 4-25. Chi-square result of explicit correction .......................................................69

Table 4-26. Chi-square result of metalinguistic feedback .............................................70

Table 4-27. Chi-square result of elicitation ....................................................................70

Table 4-28. Chi-square result of recasts..........................................................................71

Table 4-29. Chi-square result of repetition .....................................................................71

Table 4-30. Chi-square result of clarification check.......................................................71

Table 4-31. Chi-square results of providers....................................................................72

Table 4-32. Chi-square result of teacher correction........................................................72

Table 4-33. Chi-square result of self-correction .............................................................73

Table 4-34. Chi-square result of peer correction ............................................................73

Table 4-35. Chi-square of types of errors to be corrected ..............................................74

1

CHAPTER 1

INTRODUCTION

1.1. Background to the study

For the Vietnamese students who have been mostly exposed to the Grammar

Translation Method at secondary and high schools, speaking is always the most

challenging task. Making phonological, grammatical, lexical, and discursive errors is

inevitable during their English oral productions. Therefore, an important principle of

teaching speaking is that in addition to providing opportunities for practice, it is not

only productive but also critical to give learners appropriate feedback so that they can

learn from their mistakes and have “good models of speaking and interaction” (Goh,

2012, p. 23). In that way, being a feedback provider is considered one of the

significant roles that a teacher needs to fulfill during his/her instructional practices.

However, teachers’ responses to learners’ errors still rely heavily on their intuition

rather than any prescribed principles (Ellis, 2009).

All teachers, in some time of their career, may agonize about whether, when

and how to give oral corrective feedback effectively to different types of learners in

different pedagogical contexts; in other words, “whether and how to correct errors

usually depends upon the methodological perspective to which a teacher ascribes”

(Russell, 2009, p. 163). Therefore, it becomes necessary to discover what teachers

believe and what they actually do in the realm of oral corrective feedback provision.

This necessity originates from that fact that “there is a relation between teachers’

beliefs and their teaching practices in which teachers make decisions regarding

classroom practice in accordance with their beliefs, so beliefs lay a direct effect on

the performance of both teachers and learners” (Berry, 2006, p. 42).

Individual learner differences such as age, gender, learning styles, or language

learning aptitudes have been acknowledged to be among contributory factors

mediating the effectiveness of corrective feedback (Rezaei, Mozaffari & Hatef,