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Oral Corrective Feedback in the Chinese EFL Classroom: Methods employed by teachers to give feedback to their students
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2013 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Muntlig korrigerande feedback i kinesisk undervisning i engelska som främmande språk : Metoder som används av lärare för att ge elever feedback (Swedish)
Abstract [en]

This is an empirical study based on English as a foreign language (EFL) teachers' experiences. The study is on Chinese EFL teachers’ usage of different oral corrective feedback (OCF) types as well as their own beliefs as to what strategies they make use of most frequently and what they do to improve their own OCF. Semi-structured interviews and non-participant observations were employed as instruments for the data collecting process. Four Chinese EFL teachers were interviewed, one male and three female, with varied amounts of professional experience and of different ages. Four observations were made in the classrooms of the same teachers as a supplement to the interviews. The interviews were analyzed by means of content analysis. The results indicate that Recast is the most commonly used feedback method and that the teachers had different thoughts on which feedback method was the most effective or the one they most frequently used. Furthermore, the results indicate that there are differences between teachers’ beliefs about their feedback strategies and the observation results.

Abstract [sv]

Detta är en empirisk studie som bygger på intervjuer med och observationer av kinesiska lärare i engelska som främmande språk (EFS). Målet med studien var att få en uppfattning om kinesiska EFS-lärares användning av olika muntliga korrigerande feedbackmetoder (MKF) samt deras egna föreställningar om vilka strategier som de använder oftast och vad de strävar efter att förbättra i sina egna sätt att ge MKF. Semistrukturerade intervjuer och ickedeltagande observation användes som instrument under datainsamlingsprocessen. Fyra kinesiska EFS-lärare intervjuades, en manlig och tre kvinnliga lärare med varierande längd av yrkeserfarenhet och i olika åldrar. Fyra observationer gjordes även på samma lärares lektioner som ett komplement till intervjuerna. Intervjuerna analyserades utifrån metoder för innehållsanalys. Resultaten indikerar att omformulering är den mest använda feedbackmetoden och att lärarna hade delade åsikter om vilken feedbackmetod som är mest effektiv eller den som de själva använde mest. Vidare tyder resultaten på att det finns skillnader mellan lärarnas föreställningar om sina feedbackstrategier och observationsresultaten.

Place, publisher, year, edition, pages
2013. , 28 p.
Keyword [en]
Feedback, error correction, Chinese EFL teachers, Bob Fungula
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:kau:diva-31151Local ID: EN:2OAI: oai:DiVA.org:kau-31151DiVA: diva2:693017
Subject / course
English
Educational program
Teacher education
Supervisors
Examiners
Available from: 2015-03-25 Created: 2014-02-03 Last updated: 2018-01-11Bibliographically approved

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CiteExportLink to record
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  • apa
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