Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation
DOI:
https://doi.org/10.15359/ree.23-3.5Keywords:
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.
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
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
