Preferences for Interactional Feedback: Differences between Learners and Teachers

Autor/inn/en	Kaivanpanah, Shiva; Alavi, Sayyed Mohammad; Sepehrinia, Sajjad
Titel	Preferences for Interactional Feedback: Differences between Learners and Teachers
Quelle	In: Language Learning Journal, 43 (2015) 1, S.74-93 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.705571
Schlagwörter	Teacher Attitudes; Student Attitudes; Feedback (Response); Second Language Learning; Second Language Instruction; Teaching Methods; Peer Evaluation; Language Teachers; English (Second Language); Error Correction; Semi Structured Interviews; Foreign Countries; Language Proficiency; Comparative Analysis; Oral Language; Adult Students; Institutes (Training Programs); Statistical Analysis; Questionnaires; Iran + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Ausland; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sommerakademie; Statistische Analyse; Fragebogen
Abstract	The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners at three different proficiency levels and by 25 EFL teachers. The teachers' views were explored further through semi-structured interviews. The results confirmed that more proficient learners tended to favor more elicitative types of feedback that required self-correction. Despite stronger support for teacher-led feedback, learners at all levels were in general positive about peer feedback. This contrasted with their teachers' more cautious attitudes to peer feedback and immediate feedback on errors. The teachers' attitudes seemed to be based on undue concern about the negative feelings students might experience as a result of such feedback. Given this mismatch between the teachers and learners' views, the study concludes by emphasising the importance of consulting students on their beliefs in order to offer the widest possible range of learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01