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Reflection on Corrective Feedback in the Classroom
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![A Reflection on Corrective Feedback in the Classroom Wei-Chao Shih, University of Pennsylvania [email_address] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Introduction The study compares different patterns of feedback and student’s repair in two instructional settings, in order to increase the knowledge of some contextual variables which may influence learners’ tendency to pay attention to certain type of feedback rather than another. ,[object Object],[object Object],[object Object], 31 23 28 64 53 49 37 Total distribution of repair across feedback type 37 51 Types of Feedback Percentage distribution of feedback types Error Treatment Sequence Intermediate class Advanced class Intermediate class Advanced class 17 11 62 57 28 32 60 51 22 12 37 18 ,[object Object],[object Object],[object Object],[object Object],[object Object],References Implication Teachers should choose instructional interventions that differed the most from other instructional activities ,[object Object],[object Object],[object Object],[object Object],form-oriented (intermediate) meaning-oriented (advanced) recasts prompts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Error treatment sequence . Adapted from Lyster & Ranta, 1997, p.44 Explicit Correction Recasts Prompts With target reformulations Without target reformulations 0 20 40 60 80 100 % Percentage Number and percentage distribution of feedback types Feedback type Intermediate class Advanced class Prompts 49 (21%) 67 (32%) Recasts 145 (62%) 122 (57%) Explicit correction 39 (17%) 23 (11%) Number and percentage distribution of repair moves after each feedback type Student turns Intermediate class Advanced class After prompts 14 (22%) 48 (51%) After recasts 38 (60%) 34 (37%) After explicit correction 16 (18%) 11 (12%) Learner’s error -grammatical -lexical -phonological Teacher’s feedback -explicit correction -recast -prompt Topic continuation -teacher -student Learner’s uptake Needs repair -acknowledge -different error -same error -hesitation -off target -partial repair Repair -repetition -incorporation -self repair -peer repair -hand gesture = recast = prompt = explicit = recast = prompt = explicit 0 20 40 60 80 100 % Percentage](https://image.slidesharecdn.com/cfinclassroom-12534206167791-phpapp03/85/Reflection-on-Corrective-Feedback-in-the-Classroom-1-320.jpg)
