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- W35059792 abstract "This study examined the role of oral corrective feedback in the context ofESL (English as a second language) in one Malaysian state. Recent studies haveprovided empirical evidence to support a positive role for feedback in students’second language development. However there has also been evidence that suggeststhat oral corrective feedback is used in only a limited way in the Malaysian context.In seeking to understand this limited use of oral corrective feedback,Malaysian teachers’ views were gained and their classroom teaching behaviourswere investigated. The students’ views on oral corrective feedback were also gained,particularly in relation to their attitudes and feelings towards the oral correctivefeedback used by their teachers. While most studies have only examined theteachers’ perspective, it was a feature of the design of this study to also include thestudents’ perspectives in order to provide a more comprehensive approach tounderstanding the limited use of oral corrective feedback in this context.The study data were gained from a mixed methods approach of surveys,semi-structured interviews and classroom observation sessions, collected over fivemonths in 42 secondary schools in the state of Penang, Malaysia. Of the 172 lowersecondary school English teachers who responded to the questionnaire, 6 alsoparticipated in the interviews and classroom observations. The students’ survey wascompleted by 1843 lower secondary school students. The analysis of the qualitativedata was based on a constructivist approach which utilised grounded theory andcoded strategies by thematic analysis; the quantitative data were analysed usingstandard statistical analysis procedures (SPSS) to provide descriptive statistics offrequency distributions, median scores and Chi-square tests.The main finding from data on the teachers’ perspective was that they sharedsimilar views on issues related to the use of oral corrective feedback in classroomlessons. Interestingly, the choice of oral corrective feedback by the teachers in theobservation sessions did not seem to depend on the student oral language error types,as previous studies had shown. However, there were some variations evident in thetypes of oral corrective feedback used for certain error types. A second main findingof the study was that students actually perceived oral corrective feedback positively.They felt positive attitudes and feelings towards the error correction received fromtheir teachers and they were keen to receive more teacher correction.This study contributes to both the theory and practice of English teaching andlearning within a lower secondary ESL classroom context. It has provided insightsinto how English teachers might attend more usefully to their students’ Englishlearning needs, particularly by extending their use of oral corrective feedback." @default.
- W35059792 created "2016-06-24" @default.
- W35059792 creator A5020590532 @default.
- W35059792 date "2012-01-01" @default.
- W35059792 modified "2023-09-27" @default.
- W35059792 title "The role of feedback in Malaysian ESL secondary school classrooms" @default.
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