Interaction around corrective feedback in elementary English classes in Taiwan
This is a multiple case study which investigates interaction around teachersâ corrective feedback on learnersâ oral errors in three elementary English classrooms in Taiwan through classroom observations, teacher interviews, and learner interviews. In response to the problematic issues in existing corrective feedback research, this study has carried out an inductive microanalysis of the classroom data. The results indicate that current literature does not account for the complexity of the interaction around corrective feedback which is evidenced in the classroom data of this study. The findings of this study show a series of moves such as scaffolding, the use of nonverbal corrective feedback strategies, the use of objects as corrective feedback techniques, the use of clusters of corrective feedback strategies, deliberate language play by the learners, socialisation between the teacher and the learners as well as among learners as part of corrective feedback episodes. The findings of this study also reveal that corrective feedback can occur but takes a special shape in form-oriented classrooms. The features observed in the data of this study reflect a need to research into corrective feedback in elementary
Huang, Lan-Ting
LC Special aspects of education ; PE English
Interaction around corrective feedback in elementary English classes in Taiwan. This is a multiple case study which investigates interaction around teachersâ corrective feedback on learnersâ oral errors in three elementary English classrooms in Taiwan through classroom observations, teacher interviews, and learner interviews. In response to the problematic issues in existing corrective feedback research, this study has carried out an inductive microanalysis of the classroom data. The results indicate that current literature does not account for the complexity of the interaction around corrective feedback which is evidenced in the classroom data of this study. The findings of this study show a series of moves such as scaffolding, the use of nonverbal corrective feedback strategies, the use of objects as corrective feedback techniques, the use of clusters of corrective feedback strategies, deliberate language play by the learners, socialisation between the teacher and the learners as well as among learners as part of corrective feedback episodes. The findings of this study also reveal that corrective feedback can occur but takes a special shape in form-oriented classrooms. The features observed in the data of this study reflect a need to research into corrective feedback in elementary
interaction around corrective feedback elementary english class taiwan multiple_case study_investigate interaction around teacher corrective feedback learner oral error elementary english classroom taiwan classroom_observation teacher interview learner interview response problematic_issue exist corrective feedback study_carry inductive microanalysis classroom data indicate current_literature account complexity interaction around corrective feedback evidence classroom data study finding_study show series move scaffold use nonverbal corrective feedback strategy_use object corrective feedback technique_use cluster corrective feedback strategy deliberate language play learner socialisation teacher_learner well among learner part corrective feedback episode finding_study also_reveal corrective feedback occur take special shape form oriented classroom feature observe data study reflect need corrective feedback elementary