Author : Xuan Loan Pham
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)
Book Synopsis Vietnamese ESL Teachers' and Students' References for Oral Corrective Feedback in English Speaking Class by : Xuan Loan Pham
Download or read book Vietnamese ESL Teachers' and Students' References for Oral Corrective Feedback in English Speaking Class written by Xuan Loan Pham and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Speaking skill is a "productive skill" which requires a lot of practice to learn. This issue, when it comes to ESL contexts, becomes problematic because of inhibition, constraints from mother-tongue use, lack of motivation, teaching strategies, and especially teacher feedback. Oral corrective feedback is widely considered as an effective teaching method, and it has been generally investigated in range of contexts. However, the correlation between Vietnamese teachers' beliefs and adult learners'' preferences regarding oral corrective feedback has received little attention. Consequently, this study aims to expand this line of research by investigating Vietnamese ESL teachers' and university students'' beliefs regarding the necessity, timing, and sources of corrective feedback, focusing on six different types of corrective feedback, namely clarification request, repetition, explicit feedback, elicitation, metalinguistic feedback, and recast. To do so, this study was conducted at a university in Ho Chi Minh City in Vietnam. The data consisted of surveys from twenty non-native English teachers and forty-eight non-English major students, and interviews with three teachers and three students. The findings showed that both teachers and students highly recognized the efficacy of corrective feedback and the role of teacher feedback. Regarding types of corrective feedback, there were certain discrepancies between the university teachers' beliefs and students' preferences. While the teachers were mostly likely to use elicitation, the students preferred to receive explicit feedback. In terms of feedback timing, the majority of teachers and students strongly agreed with providing feedback after students have finished speaking. This study can be a valuable resource for Vietnamese ESL teachers to reflect on their beliefs and practices in classroom settings. According to the findings, professional development programs for teachers should incorporate training in specific skills including corrective feedback. A pedagogical implication obtained from the findings is that teachers should not only be facilitators, but should also instruct students on how to use corrective feedback effectively to encourage their learning autonomy in class.