Corrective Feedbacks and Their Implications on Learnersâ€™ Uptakes in Academic Speaking Class
Keywords:corrective feedbacks, categories of errors, explicit correction, studentsâ€™ uptakes, repetition
This study attempts to investigate a study on corrective feedbacks and learnersâ€™ uptakes in adult EFL classroom. The study was aimed at finding the types of corrective feedbacks were used by the academic speaking lecturer, the types of oral feedbacks were the most effective in the lecturerâ€™s opinion, the types of uptakes followed lecturerâ€™s corrective feedbacks, and theÂ types of oral corrective feedbacks were mostly preferred by the students. The study employed a qualitative research design through a passive-participatory observation of patterns of error treatment in an adult EFL class. The research subjects were the lecturer and twenty seven students of the Academic Speaking Class, the English Department of Faculty of Culture Studies, Brawijaya University, Malang. The findings show that the lecturer applied explicit correction mostly (90%), compared to another five types of corrective feedbacks. Moreover, the lecturer said that explicit correction was the most effective type of corrective feedbacks. Meanwhile, the findings also show that most student applied repetition type of uptake. On the other hand, most of the students answered that their preference of corrective feedback type was repetition corrective feedback.
Bogdan, R.G., & Biklen, S.K. 1998. Qualitative Research for Education: An Introduction Theory and Method. Boston: Ally and Bacon Press.
Brown, H. D. 1993. Principles of Language Learning and Teaching. Englewood Cliffs: San Francisco. Prentice-Hall Press.
Brown, H. D. 2000. Principles of Language Learning and Teaching. San Francisco. Longman Press.
Chaudron, C. 1988. Second Language Classrooms. Research on Teaching and Learning. Cambridge. Cambridge University Press.
Dulay H., Burt M., and Krashen S. 1982. Language Two. New York. Oxford. Oxford University Press.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford. Oxford University Press.
Ellis, R. 1997. Second Language Acquisition. Oxford. Oxford University Press.
Hasyim, A. 2002. Error Analysis in the Teaching of English. Journal of Kata. 2002, Volume 4 (1).
James, C. 1998. Errors in Language Learning and Use. Exploring Error Analysis. New York. Addison Wesley Longman Press.
Lyster, R., and Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Cambridge. Cambridge University Press.
Lyster, R. 1998a. Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms. Cambridge. McGill University
Suzuki, M. 2010. Corrective Feedback and Learner Uptake in Adult ESL Classrooms. Working Papers in TESOL & Applied Linguistics Journal. 2010. Volume 4(2)
Authors who publish with JELE (Journal of English Language and Education) agree to the following terms:
Authors retain copyright and grant the JELE (Journal of English Language and Education)Â Â right of first publication with the work simultaneously licensed under aÂ Creative Commons Attribution License (CC BY-SA 4.0)Â that allows others toÂ shareÂ (copy and redistribute the material in any medium or format) andÂ adaptÂ (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication inÂ JELE (Journal of English Language and Education). Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication inÂ JELE (Journal of English Language and Education)
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under aÂ Creative Commons Attribution-ShareAlike 4.0 International License.