The Effects of Using the Zone of Proximal Development (ZPD) on the Fundamental English Classes of Thai EFL Learners (Published)
This study aimed to gather information related to cooperative learning and corrective feedback to support the English teaching and learning based on the Zone of Proximal Development (ZPD) of grade 10-12 students in the academic years of 2023 at Wat Phrasrimahadhat Secondary Demonstration School, Phranakhon Rajabhat University. The participants were 284 students who studied Fundamental English I, II, III, IV, V and VI. The instrument was the Google form questionnaire developed in terms of teaching and learning English. The results were interpreted, categorized, and tabulated on computer sheets. Case studiesAssistant immigration officer: JohnThe findings revealed that cooperative learning helps student to socialize, enhances good working relationships, improve the attitude towards work, enhances class participation, and make students participate in activities. Additionally, based on the corrective feedback, students valued teachers who asked questions to ensure understanding, motivated to persevere through difficult tasks, provided multiple explanations, respected students’ ideas, and encouraged to learn from their mistakes.
Keywords: : Corrective Feedback, Cooperative learning, zone proximal development (ZPD)
Using Oral Corrective Feedback in English Classroom A Case Study of Iranian EFL Students in Iranshahr (Published)
The aim of this study was to investigate the implementation of oral corrective feedback in a language classroom and its effect on students’ eagerness to involve in the learning process. It was conducted in a class where the focus was not only on the written form and comprehension but also on their oral production. The study comprised 16 female students, learning English as a foreign language in a language institute in Iran. The researcher used two kinds of techniques for collecting the data, interview and observation. The findings show that there were two types of oral corrective feedback given in the class, i.e. explicit correction and clarification request. The finding also reveals that the implementation of oral corrective feedback has a positive effect on the students’ learning process and their eagerness to involve in communicative activities.
Keywords: : Corrective Feedback, EFL students, Errors
Error Treatment And Perception of Correction During the Training of Speaking Skill (Published)
This action research study was carried out to identify teacher strategies to address students errors and students’ response to and perception on corrective feedback in a group of 11th grade students in Chile. Data was collected through classroom observation, an interview and a questionnaire. The data analysis techniques used were critical incidents for classroom observation and thematic analysis for interview and questionnaire. The results showed the teacher used recasts and prompts to address specific content areas and specific students. Responses from students to corrective feedback were to always self-repair following prompts, but sometimes self-repair following recasts. Their perceptions on the role of error as well as corrective feedback were positive. Through these findings it is expected that the teacher-researcher adjust her practices in order to assist speaking skill training but also provide insights on Chilean context and encourage more teachers to explore further in classroom-oriented settings that are larger and diverse.
Keywords: : Corrective Feedback, Perception of correction, Self-repair., Speaking Skill
The Effect of Recasts versus Meta-linguistic Feedback on EFL Learners’ Grammar Performance at the Faculties of Sciences and Arts (Published)
This study investigated the effect implicit and explicit recasts versus meta-linguistic feedback on EFL Saudi Learners’ grammar performance at the Faculty of Science and Arts. Eighty-six second-level English Department students were randomly assigned into three experimental groups: the implicit recasts group, the explicit recasts group and the meta-linguistic group. While studying their Grammar course, the three groups received three types of feedback respectively. The three groups were pre-post tested using a grammar test prepared by the researcher. Seven hypotheses were formulated and tested. Results obtained from Chi-square, Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that the three feedback techniques enhanced the participants’ grammar performance. In addition, the explicit recasts group outperformed the other two groups. The superiority of explicit recasts, theoretically, implies a beneficial role for negative evidence in grammar instruction and implies that, pedagogically, explicit recasts is a better choice for teachers than implicit recasts in grammar classes.
Keywords: : Corrective Feedback, Explicit Recasts, Grammar Performance, Implicit Recasts, Metalinguistic Feedback