English Teachers' Perceptions About Types of Oral Corrective Feedback in Chinese and U.S. Contexts

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-15 - Oral Language Use and Development in Second Language/Multilingual Settings

Abstract

This paper investigates in-service PK-12 teachers’ perceptions about the need for oral corrective feedback in learning English as a second/foreign language in two contexts: China and the U.S. Specifically, this study examines teachers’ perceptions about effectiveness of different types of oral corrective feedback options: explicit correction, recasts, and prompts. Questionnaire data from 197 EFL Chinese teachers and 134 American ESL teachers were analyzed using several MANOVA and MANCOVA models. Results showed that while both Chinese and American teachers strongly supported the need for OCF, American teachers considered recasts more effective in some instances whereas Chinese teachers considered prompts or explicit correction more effective for varied purposes. However, Chinese teachers reported using more explicit correction in their classes, contradicting their beliefs.

Authors

• Laura J. Mahalingappa, Duquesne University

• Nihat Polat, Duquesne University