1. ELT for a Day 2017: Current Trends Saturday 20th May 2017
Corrective Feedback
in EFL Classrooms
George Michaeloudes
PhD Candidate, English Department, University of Cyprus

2. Definition of Corrective Feedback FA and Corrective Feedback
OVERVIEW
Introduction
Definition of Corrective Feedback
FA and Corrective Feedback
Feedback frameworks
Types of Corrective Feedback
The current study
Framework of analysis
Findings and discussion

3. INTRODUCTION
This presentation aims to provide an insight on how teachers and more specifically foreign/second language teachers can use various corrective feedback types to correct learners and promote learning and language acquisition.

4. Corrective feedback
any reaction of the teacher that clearly transforms, disapprovingly refers to, or demands improvement of the learner utterance”
Chaudron, 1977, p. 31

5. DEFINITION OF FA
“Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited”
Black and Wiliam (2009, p.9)

6. LEARNING THEORIES AND FA
Behaviourism (Skinner, 1957)
Constructivism (Bell & Cowie, 2000)
Interaction hypothesis (Block, 2003)
‘Comprehensible Input Hypothesis’ (Krashen, 1985)
‘Interaction Hypothesis’ (Long, 1981)
‘Output Hypothesis’ (Swain, 1985)
Sociocultural theory of learning (SCT) (Vygotsky, 1978)

7. EFFECTIVENESS OF FA Gives confidence to teachers
Motivates and encourages learners
Makes learners responsible and aware of their own learning
Promotes self-esteem
Engages learners with work and attainment
Advances learners’ language performance and skills

8. FA TECHNIQUES Formative feedback ‘Self-’ and ‘peer-’ assessment
Sharing learning objectives and success criteria
Formative use of summative tests
Observation
Questioning

9. TYPES OF CLASSROOM INTERACTION
Teachers’ perceptions I R E
Teachers’ knowledge
Sinclair and Coulthard (1975)
Mehan (1979)
Cazden (1988)
Gourlay (2005)
Teachers’ attitudes
“Triadic Dialogue”
Lemke (1990)
Teachers’ practices

10. FEEDBAck Evaluative and Descriptive (Tunstall and Gipps, 1996)
Implicit-Explicit (Aljaafreh & Lantolf, 1994)
Corrective (Chaudron, 1977)

11. FEEDBACK Evaluative and Descriptive

12. FEEDBACK Implicit - Explicit
0. Tutor asks the learner to read, find the errors, and correct them independently, prior to the tutorial.
1. Construction of a “collaborative frame” prompted by the presence of the tutor as a potential dialogic partner.
2. Prompted or focused reading of the sentence that contains the error by the learner or the tutor.
3. Tutor indicates that something may be wrong in a segment (e.g., sentence, clause, line)-“Is there anything wrong in this sentence?”
4. Tutor rejects unsuccessful attempts at recognizing the error.
5. Tutor narrows down the location of the error (e.g., tutor repeats or points to the specific segment which contains the error).
6. Tutor indicates the nature of the error, but does not identify the error (e.g., “There is something wrong with the tense marking here”).
7. Tutor identifies the error (“You can’t use an auxiliary here”).
8. Tutor rejects learner’s unsuccessful attempts at correcting the error.
9. Tutor provides clues to help the learner arrive at the correct form (e.g., “It is not really past but some thing that is still going on”).
10. Tutor provides the correct form.
11. Tutor provides some explanation for use of the correct form.
12. Tutor provides examples of the correct pattern when other forms of help fail to produce an appropriate responsive action.

13. Clarification request Metalinguistic feedback Elicitation Repetition
Corrective
Explicit correction
Recast
Clarification request
Metalinguistic feedback
Elicitation
Repetition

14. 23 Classroom observations 5 EFL primary school teachers
The current study
23 Classroom observations
5 EFL primary school teachers
Video/audio-recorded-transcribed (SoundScriber)
Analysis: Grounded theory approach
Framework of analysis (Atlas.ti)

15. Feedback Incorrect Answer Implicit Feedback Incorrect answer Explicit
Code
Acronym
Description
FCR
Feedback Corrective Recast
Teacher repeats the wrong answer without mentioning the mistake
FCC
Feedback Corrective Clarification Request
Teacher asks for clarification
FCE
Feedback Corrective Elicitation
Teachers uses elicitation techniques to get the correct answer
FCRP
Feedback Corrective Repetition
Teacher repeats the wrong answer
FRR
Feedback Repetition of the Question
Teacher repeats the question
Feedback Incorrect answer Explicit
Code
Acronym
Description
FCEV
Feedback Evaluative Incorrect
Teacher rejects the wrong answer
FCE
Feedback Corrective Explicit Correction
Teacher explicitly corrects the wrong answer
FCM
Feedback Corrective Metalinguistic
Teacher provides extra information/comments/questions relevant to the correct form of the answer
FCP
Feedback Corrective Peer
Teacher-redirecting to peers and asks them to answer the question.

16. U UPTAKE Code Acronym Description UN Uptake no
Learner does not provide an answer after T’s feedback
URS
Uptake repair self
Learners responds to implicit feedback and find the answer by him/her self
URG
Uptake repair guided
Learner finds the answer after receiving feedback from teacher
UPR
Uptake repair peer
Learner responds to T’s feedback with the help of peer. -R
Uptake repair Repetition
Learner repeats teacher’s feedback -I
Uptake repair Incorporation
Learner uses teacher’s feedback in a sentence
URN
Uptake repair needs
Learner provides a wrong answer after receiving feedback from teacher.
UNO
Uptake no Opportunity
Learner does not have opportunity for uptake. UI
Uptake Incomplete
Learner provides an incomplete answer after receiving corrective feedback.

17. EXPLICIT CORRECTIVE Feedback
Excerpt 1. Example of Feedback Corrective Explicit Correction, Corrective Metalinguistic and Evaluative Corrective
(1) T: Mmh? Yhea! What else did we call her? What’s her name?
(2) S: Tyrannosaurus X!
(3) T: Yes, what else called? Mrs T.
What’s her name?
(4) S: Tyrannosaurus.
(5) S: To tyrannosaurus Rex
(6) T: No!
(6) S: Mr T.
(8) T: That’s good Mrs! Mrs!
Because she is a lady. She is a girl. She is not a guy like my self. She is a girl like Ifigenia. She is… so she is Mrs T! Mrs T! Ok?

18. IMPLICIT CORRECTIVE FEEDBACK
Excerpt 2. Example of Feedback Corrective Clarification Request and Feedback Corrective Recast
(1) S: How many olds?
(2) T: How many?
(3) S: How old?
(4) T: How old is she? Right!

19. IMPLICIT CORRECTIVE Feedback
Excerpt 3. Example of Feedback Corrective Repetition and Feedback Corrective Repetition of the question
(1) T: Are there any pictures? Are there any pictures in the living room?
(2) S: Yes!
(3) T: Yes! Are there any pictures?
(4) S: Yes, there is.
(5) T: Are there any pictures?
(6) S: Yes, there are.

20. FREQUENCIES OF CORRECTIVE FEEDBACK
TEACHERS
Feedback Corrective Clarification Request
Feedback Corrective Elicitation
Feedback Corrective Explicit Correction
Feedback Evaluative Incorrect
Feedback Corrective Metalinguistic
Feedback Corrective Peer
Feedback Corrective Recast
Feedback Corrective Repetition
Feedback Repetition of the Question T1 9 36 15 22 53 6 54 3 T2 2 59 17 47 48 77 4 13 T3 24 11 14 23 T4 1 21 16 18 5 20 T5 7
Total:
147 75 94
146 19
180 40

21. FREQUENCIES OF UPTAKE 12 46 224 76 TEACHERS Uptake Incomplete
Uptake No
Uptake No Opportunity
Uptake Repair Guided
Uptake Repair Needs
Uptake Repair Self T1 3 23
110 14 6 T2 9 5 16 63 33 T3 4 21 T4 2 17 1 T5 7
Total: 12 46
224 76

22. FREQUENCIES OF FEEDBACK AND UPTAKE
Repair Guided (URG)
Repair Self (URS)
No Opportunity (UNO)
Incomplete (UI)
Repair Needs (URN) No
(UN)
TYPE OF CORRECTIVE FEEDBACK
Metalinguistic 17 8 3 14
Corrective Evaluative 4 2
Explicit Correction 11 5
Recasts 48 37 7 1
Elicitations 45 6 30
Repetition of the Question 12

23. DISCUSSION
Corrective feedback and Input facilitate learning and are crucial for L2 development (Gass & Mackey, 2007; Long, 1996).
Implicit and Explicit types of Corrective Feedback contribute to the linguistic development of the learner (Aljaafreh and Lantolf 1994) .
Implicit Corrective feedback used more than Explicit Corrective Feedback.
The most popular Corrective Feedback Types were:
- Recasts (also found popular in other studies Lyster & Ranta, 1997; Panova & Lyster, 2002; Sheen, 2004)
- Feedback Corrective Elicitation
- Feedback Corrective Metalinguistic
Recasts
Corrective Metalinguistic Feedback Beneficial for URG
Explicit Correction The reason for UNO

24.
George Michaeloudes