Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation

Authors

DOI:

https://doi.org/10.15359/ree.23-3.5

Keywords:

Action research, individual feedback, oral feedback, pronunciation, reschooling.

Abstract

This research study aims to provide graders of an EFL reschooling program with individual verbal feedback and analyze their behaviors and perceptions towards the intervention. This study follows an action research design conducted during three sessions in which 28 secondary school students had a dialogue with the teacher who commented on their pronunciation issues and provided with strategies in order to help them deal successfully with pronunciation issues. A field note and a semi-structured interview were used to collect data. The field note was used during the dialogue to observe students’ behavior towards the feedback; the semi-structured interview was implemented after the intervention in order to describe their perceptions towards the methodology and its effect on their learning process. Thematic analysis was used to identify certain patterns of meanings; the analysis showed findings leading to the conclusion that students felt more comfortable when facing speaking activities because of the practice and repetition during the individual verbal feedback stage. Future studies could include peer feedback, because this verbal feedback may be enhanced if students work in pairs. This type of strategy may favor discussion and clarification of doubts.

Author Biographies

Sebastián Calisto-Miranda, Universidad de Concepción

Graduated from Universidad de Concepción as an EFL teacher. Master’s student in Innovation of Teaching, Learning and Assessment of English from Universidad de Concepción. He has worked in reschooling programs as an EFL teacher. His research interests are the use of oral feedback and the use of comics for vocabulary acquisition

Mabel Ortiz-Navarrete, Universidad Católica de la Santísima Concepción

Graduated from Universidad de Concepción as an EFL teacher. She holds an MA in ICT from Universidad de la Frontera and a PhD in Linguistics from Universidad de Concepción. She has worked at Universidad Católica de la Santísima Concepción and taught the following courses: English language (different levels), ICT and Language Learning, Applied Linguistics and Discourse Analysis. Her research interests are the use of technology in language learning and written corrective feedback strategies. She has also taught postgraduate courses and supervised undergraduate and postgraduate thesis projects.

References

Alamri, B., & Fawzi, H. H. (2016). Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia. English Language Teaching, 9(11), 59-66. doi: http://dx.doi.org/10.5539/elt.v9n11p59

Alexander, J. C. (2001) The Long and Winding Road: Civil Repair of Intimate Injustice. Sociological Theory, 19(3), 371-400. doi: https://doi.org/10.1111/0735-2751.00146

Ary, D., Jacobs. L. C., Sorensen, C. K., & Razavieh, A. (2010). Introduction to research in education (8th ed). California: Wadsworth.

Bailey, K. M. (2003). Speaking. In D. Nunan (Ed.), Practical English Language Teaching (pp. 47-66). McGraw-Hill. Retrieved from http://www.academia.edu/34135090/Practical_English_Language_Teaching.pdf

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: http://dx.doi.org/10.1191/1478088706qp063

Chela-Flores, B. (2001). Pronunciation and Language Learning: An Integrative Approach. International Review of Applied Linguistics in Language Teaching, 39(2), 85-101. doi: https://doi.org/10.1515/iral.39.2.85

DfES (2004). Pedagogy and practice: Teaching and learning in secondary schools. Leadership guide. Retrieved from http://learning.gov.wales/docs/learningwales/publications/130423-pedagogy-and-practice-teaching-and-learning-in-secondary-schools-en.pdf

Ebrahimi, Y., & Hajmalek, E. (2016). The Impact of Error Correction Strategies of Speaking Tasks on the Anxiety Level of Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 3(6), 105-116.

Education First (2016). EF EPI English proficiency index. Retrieved from http://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v6/ef-epi-2016-spanish-latam.pdf

Elliott, J, (1991). Action research for educational change. Philadelphia: McGraw-Hill.

Hargreaves, D. H. (2004). Personalising learning 2: Student voice and assessment for learning. London: Specialist Schools and Academies Trust.

Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation Analysis: Studies from the First Generation (pp. 13-31). Amsterdam: John Benjamins. doi: https://doi.org/10.1075/pbns.125.02jef

MINEDUC. (2016). Estudio de caracterización, percepción y expectativas de la población que asiste a establecimientos educativos para personas jóvenes y adultas. Retrieved from http://epja.mineduc.cl/wp-content/uploads/sites/43/2016/11/Resumen-ejecutivo-EPJA.pdf

Nazarova G. P, & Umorova Kh. H, (2016). Self-confidence and its importance in learning languages. The International Scientific Journal, 4, 47-49.

OECD. (2006). Personalising education. Paris: Author. doi: https://doi.org/10.1787/9789264036604-en

OECD. (2009). Education at a Glance 2009 OECD Indicators. Paris: Author. doi: https://doi.org/10.1787/eag-2009-en

Ölmezer-Öztürk, E. (2016). Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study. The Language Learning Journal, 1-10. doi: https://doi.org/10.1080/09571736.2016.1263360

Pirhonen, N. (2016). Students’ perceptions about the use of oral feedback in the EFL classrooms (Master thesis). University of Jyväskylä, Finland. Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/49927/1/URN%3ANBN%3Afi%3Ajyu-201605252709.pdf

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-44. doi: https://doi.org/10.1007/BF00117714

Sadler, D.R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550. doi: https://doi.org/10.1080/02602930903541015

Sandín, M. P. (2003). Investigación Cualitativa en educación: Fundamentos y tradiciones. Madrid: McGraw-Hill/Interamericana de España.

Steiner, P (2014). The Impact of the Self-Awareness Process on Learning and Leading, New England Journal of Higher Education. Retrieved from https://nebhe.org/journal/the-impact-of-the-self-awareness-process-on-learning-and-leading/

Tedick, D. J., & De Gortari, B. (1998). Research on Error Correction and Implications for Classroom Teaching. ACIE Newsletter, 1(3). Retrieved from http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf

Tolkhah, M. (2008). The effect of teacher’s feedback in speaking class on students’ learning experience (Thesis de Licenciatura). Sanata Dharma University, Indonesia. Retrieved from https://repository.usd.ac.id/5883/2/031214108_Full.pdf

Willis, J. (1996). A framework for task- based learning. Harlow: Pearson.

Wolfe, S., & Alexander, R. J. (2008). Argumentation and dialogic teaching: Alternative pedagogies for a changing world. London: Futurelab. Retrieved from https://issuu.com/gfbertini/docs/future_learning_-_argumentation_and_dialogic_teach

Published

2019-05-23

How to Cite

Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation (S. Calisto-Miranda & M. Ortiz-Navarrete , Trans.). (2019). Revista Electrónica Educare, 23(3), 1-18. https://doi.org/10.15359/ree.23-3.5

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation (S. Calisto-Miranda & M. Ortiz-Navarrete , Trans.). (2019). Revista Electrónica Educare, 23(3), 1-18. https://doi.org/10.15359/ree.23-3.5

Comentarios (ver términos de uso)