Publicación:
Using corrective feedback for error correction in oral communication skills

Vista sencilla de ítem
dc.contributor.advisorLorduy Arellano, Danilsa del Carmen
dc.contributor.authorRegino Cárdenas, Nohelia
dc.contributor.authorPerez Polo, Samira Sofia
dc.date.accessioned2021-10-01T16:25:04Z
dc.date.available2021-10-01T16:25:04Z
dc.date.issued2021-09-14
dc.description.abstractCorrective feedback (CF) constitutes an opportunity for teachers to work on students´ errors and mistakes during oral communication activities since it provides the correct strategies. This study sought to explore the use of corrective feedback strategies for correcting 9th graders’ errors in oral communication in EFL classes at a secondary public school in Montería, Córdoba. Data was collected through direct observation, a teacher diary, a stimulated recall, and a semi-structured interview. The results revealed that the teacher used repetition to boost self-correction and peer-correction rather than recast and clarification requests which were also used during three online meetings; This study suggests that the effectiveness of CF will depend on the teachers’ knowledge and consciousness about the different techniques that can be implemented when providing feedback and the learners’ uptakes to each one of them.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografíasspa
dc.description.resumenLa retroalimentación correctiva (CF) constituye una oportunidad para que los docentes trabajen en los errores y equivocaciones de los estudiantes durante las actividades de comunicación oral, ya que brinda las estrategias correctas. Este estudio buscó explorar el uso de estrategias de retroalimentación correctiva para corregir los errores de comunicación oral de los estudiantes de noveno grado en las clases de inglés como lengua extranjera en una escuela pública secundaria en Montería, Córdoba. Los datos se recopilaron a través de la observación directa, un diario del maestro, un recuerdo estimulado y una entrevista semiestructurada. Los resultados revelaron que el maestro utilizó la repetición para impulsar la autocorrección y la corrección de los compañeros en lugar de reformular y solicitar aclaraciones que también se utilizaron durante tres reuniones en línea; Este estudio sugiere que la efectividad de la FQ dependerá del conocimiento y la conciencia de los docentes sobre las diferentes técnicas que se pueden implementar al brindar retroalimentación y la asimilación de los alumnos a cada una de ellas.spa
dc.description.tableofcontents1. Introduction…………………………………………………………………………………………………. 4spa
dc.description.tableofcontents2. Theoretical framework…………………………………………………………………………………….... 6spa
dc.description.tableofcontents2.1 Conceptual framework…………………………………………………………………………………….. 6spa
dc.description.tableofcontents2.1.1Error correction…………………………………………………………………………………………… 6spa
dc.description.tableofcontents2.1.2. Corrective feedback………………………………………………………………………………………7spa
dc.description.tableofcontents2.1.3 Types of corrective feedback strategies………………………………………………………………….. 7spa
dc.description.tableofcontents2.1.4 Learners Uptake……………………………………………………………………………………………9spa
dc.description.tableofcontents2.1.5 Oral communication skills………………………………………………………………………………. 11spa
dc.description.tableofcontents2.2 Literature review…………………………………………………………………………………………... 12spa
dc.description.tableofcontents3. Methodology………………………………………………………………………………………………… 15spa
dc.description.tableofcontents3.1 Type of study………………………………………………………………………………………………. 15spa
dc.description.tableofcontents3.2. Context and participants…………………………………………………………………………………… 17spa
dc.description.tableofcontents4. Data Collection Procedures………………………………………………………………………………….. 18spa
dc.description.tableofcontents5. Data analysis…………………………………………………………………………………………………. 21spa
dc.description.tableofcontents6. Findings……………………………………………………………………………………………………… 22spa
dc.description.tableofcontents6.1.1 Corrective feedback strategies used in oral interaction……………………………………………………22spa
dc.description.tableofcontents6.1.2 Repetition as the most used corrective feedback strategy by the teacher………………………………….23spa
dc.description.tableofcontents6.1.3 Recast as a corrective feedback strategy…………………………………………………………………. 24spa
dc.description.tableofcontents6.1.4 Clarification request as feedback corrective strategy…………………………………………………….. 25spa
dc.description.tableofcontents6.1.5 Metalinguistic feedback as corrective feedback strategy………………………………………………… 25spa
dc.description.tableofcontents6.1.6 Explicit correction as corrective feedback strategy………………………………………………………. 26spa
dc.description.tableofcontents6.1.7 Elicitation as corrective feedback strategy……………………………………………………………….. 26spa
dc.description.tableofcontents6.1.8 Repetition as the most used corrective feedback strategy………………………………………………… 27spa
dc.description.tableofcontents6.2.1 Opportunities that teachers´ feedback provided to students´ errors………………………………………. 28spa
dc.description.tableofcontents6.2.2 Positive repairs when using repetition and metalinguistic feedback ………………………………………29spa
dc.description.tableofcontents6.2.3 Self correction, peer correction and repetition as corrective feedback strategies………………………… 30spa
dc.description.tableofcontents6.2.4 The most preferred corrective feedback strategies………………………………………………………… 31spa
dc.description.tableofcontents7. Discussion…………………………………………………………………………………………………….. 33spa
dc.description.tableofcontents8. Conclusion…………………………………………………………………………………………………….. 36spa
dc.description.tableofcontents9 References……………………………………………………………………………………………………… 38spa
dc.description.tableofcontentsAPPENDIX 1 ……………………………………………………………………………………………………..41spa
dc.description.tableofcontentsAPPENDIX 2……………………………………………………………………………………………………...48spa
dc.description.tableofcontentsAPPENDIX 3…………………………………………………………………………………………………….. 51spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4594
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2021spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsFeedbackeng
dc.subject.keywordsCommunicationeng
dc.subject.keywordsCorrectioneng
dc.subject.keywordsAnd learner uptakeeng
dc.subject.proposalRetroalimentaciónspa
dc.subject.proposalComunicaciónspa
dc.subject.proposalCorrección y captaciónspa
dc.titleUsing corrective feedback for error correction in oral communication skillsspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesArias, J. (2004). Treating Students' Errors in Oral Production. Letras, (36), 175-188.spa
dcterms.referencesBlair, W. (1982). Innovative Approaches to Language Teaching. (FALTA LA REVISTA O NOMBRE DEL LIBRO)spa
dcterms.referencesByrne, D. Teaching Oral English. England: Longman House, Burnt Mill.1986spa
dcterms.referencesCalsiyao, S. (2015). Corrective feedback in classroom oral errors among Kalinga-Apayao State College students. International Journal of Social Science and Humanities Research, 3(1), 394-400.spa
dcterms.referencesCrystal, D.(1975). The body as a medium of expression. London: Institute of Contemporary Arts.spa
dcterms.referencesFerm Lange, C. (2009). Corrective Feedback during communicative activities: A study of recasts as a feedback method to correct spoken English.spa
dcterms.referencesCohen, L.; Manion, L, Morrison K. (2001). Research Methods in Education. 5th Ed., Routledge.spa
dcterms.referencesDenzin, N. K. (2012). Triangulation 2.0. Journal of mixed methods research, 6(2), 80-88.spa
dcterms.referencesEllis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1).spa
dcterms.referencesErlam, R., Ellis, R., & Batstone, R. (2013). Oral corrective feedback on L2 writing: Two approaches compared. System, 41(2), 257-268.spa
dcterms.referencesFlick, U. (2007). Designing qualitative research. London, England: SAGEspa
dcterms.referencesGeorge, A. L., & Bennett, A. (2005). Case studies and theory development in the social sciences. MIT Press.spa
dcterms.referencesGoodson, I. F., & Sikes, P. (2001). Studying teachers' life histories and professional practice. Life history research in educational settings-learning from lives, (57-74).spa
dcterms.referencesGolafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.spa
dcterms.referencesHajebi, M., & Khandel, B. (2018). Correlative Feedback: A Benchmark for Iranian EFL Students’ Motivation. Journal of Applied Linguistics and Language Research, 5(1), 71-79.spa
dcterms.referencesHarrell, M. C., & Bradley, M. A. (2009). Data collection methods. Semi-structured interviews and focus groups. Rand National Defense Research Inst Santa Monica ca.spa
dcterms.referencesLyle, J. (2002). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861–878.spa
dcterms.referencesLyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 19(1), 37-66.spa
dcterms.referencesLynch R. P., & Pappas, E. (2017). A model for teaching large classes: facilitating a" small class feel". International Journal of Higher Education, 6(2), 199-212. doi: 10.5430/ijhe.v6n2p199spa
dcterms.referencesLyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1.spa
dcterms.referencesLynch R. P., & Pappas, E. (2017). A model for teaching large classes: facilitating a" small class feel". International Journal of Higher Education, 6(2), 199-212. doi: 10.5430/ijhe.v6n2p199spa
dcterms.referencesLyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1.spa
dcterms.referencesMiles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.spa
dcterms.referencesMuhsin, A. (2016). The effectiveness of positive feedback in teaching speaking skill. Lingua Cultura, 10(1), 25-30.spa
dcterms.referencesMir, M. (2006). IDEA: Using" oral journals" to develop speaking fluency, self-confidence and much more!. Hispania, 559-561.spa
dcterms.referencesNajafi, Z. (2016). Interpretive analysis of the textual codes in the Parrot and Merchant story. Literary Arts, 8(2), 191-200.spa
dcterms.referencesPineda Hoyos, J. E. (2019). Oral language accuracy, corrective feedback and learner uptake in an online EFL course (Doctoral dissertation, Universitat Oberta de Catalunya).spa
dcterms.referencesRahman, M. M. (2010). Teaching oral communication skills: A task-based approach. ESP world, 9(1), 1-11.spa
dcterms.referencesRosana Beatriz Zublin (2011). Error Correction Techniques in the EFL Class. Universidad Fasta.spa
dcterms.referencesSadiku, M., Shadare, A. E., Musa, S. M., Akujuobi, C. M., & Perry, R. (2016). Data visualization. International Journal of Engineering Research And Advanced Technology (IJERAT), 2(12), 11-16.spa
dcterms.referencesSolikhah, I. (2016). Oral corrective feedback in speaking class of English Department. LINGUA: Jurnal Bahasa, Sastra, dan Pengajarannya, 13(1), 87-102.spa
dcterms.referencesTingfeng, F. & Hossein, N. (2016). Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom. Studies in Second Language Learning and Teaching journal, 6 (1),159-181.spa
dcterms.referencesVéliz, C. (2008). Corrective feedback in second language classrooms. Literatura y lingüística, (19), 283-292spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
Nohelia Regino Cardenas y Samira Perez polo.pdf
Tamaño:
698.89 KB
Formato:
Adobe Portable Document Format
Descripción:
Lectura de la investigación
Descargar
No hay miniatura disponible
Nombre:
Formato_Autorización.pdf
Tamaño:
324.79 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.D.B. Monografías