Investigating English Language Learners' Beliefs about Oral Corrective Feedback at Chinese Universities: A Large-Scale Survey

Autor/inn/en	Zhu, Yan; Wang, Beilei
Titel	Investigating English Language Learners' Beliefs about Oral Corrective Feedback at Chinese Universities: A Large-Scale Survey
Quelle	In: Language Awareness, 28 (2019) 2, S.139-161 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2019.1620755
Schlagwörter	Oral Language; English (Second Language); Second Language Learning; Second Language Instruction; Error Correction; Beliefs; Student Attitudes; College Students; Factor Analysis; Positive Attitudes; Preferences; Peer Evaluation; Linguistic Input; Foreign Countries; Teaching Methods; Feedback (Response); China + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Belief; Glaube; Schülerverhalten; Collegestudent; Faktorenanalyse; Sprachbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports on a large-scale survey study investigating EFL learners' beliefs about oral corrective feedback (CF). A 44-item questionnaire tapping into learners' beliefs about corrective feedback was administered to 2670 Chinese EFL learners. These learners were from 15 Chinese universities in 14 provinces and municipalities across the country, which were stratified in accordance with per capita GDP values. An exploratory factor analysis generated seven factors: general attitude toward CF, CF timing, output-prompting CF, uptake, input-providing CF, peer CF, and gravity of errors. The results indicate that participants had an overall positive attitude toward CF, and they showed more preferences for immediate CF over delayed CF, and output-prompting CF over input-providing CF. Additionally, learners were slightly positive about the efficacy of uptake and peer correction. Findings also suggest some consistency between the Chinese learners' CF beliefs and empirical SLA research about the effectiveness of error correction, as well as the variance of CF-related beliefs across educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01