Differences Between Chinese and American English Teachers' Perceptions About Effectiveness of Oral Corrective Feedback

• In Event: Roundtable Session 52
  In Roundtable Session: Emergent Language Use in Multilingual Settings

Abstract

This paper investigates in-service PK-12 teachers’ perceptions about how explicitness, timing, frequency, learner variables, and type influences the effectiveness of oral corrective feedback in learning English as a second/foreign language in two contexts: China and the U.S. Questionnaire data from 197 EFL Chinese teachers and 134 American ESL teachers were analyzed using several MANOVA and MANCOVA models. Results showed that Chinese teachers, more than American, supported more immediate but less frequent feedback and that direct feedback benefited learners with low proficiency, high motivation, and positive attitudes more. American teachers reported to believe that learners with lower anxiety benefit more from OCF. Also, Chinese teachers, more than American, reported to believe that learners benefit more from OCF in grammar-based activities.

Authors

• Laura J. Mahalingappa, Duquesne University

• Nihat Polat, Duquesne University

• Oktay Yagiz