Feedback in the Language Class: An Action Research Process

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An Action Research Process</title> <meta name="description" content="Feedback in the Language Class: An Action Research Process"> <meta name="keywords" content="classroom interaction, corrective feedback, error treatment, oral performance"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research 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Language Class: An Action Research Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Golzari%20Koloor">Arash Golzari Koloor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback seems to be an inseparable part of teaching a second/foreign language. One type of feedback is corrective feedback which is one type of error treatment in second language classrooms. This study is a report on the types of corrective feedback employed in an IELTS preparation course. The types of feedback, their frequencies, and their effectiveness are enlisted, enumerated, and interpreted. The results showed that explicit correction and recast were the most frequent types of feedback while repetition and elicitation were the least. The results also revealed that metalinguistic feedback, elicitation, and explicit correction were the most effective types of feedback and affected learners performance greatly. <iframe src="https://publications.waset.org/abstracts/63657.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title="classroom interaction">classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a> </p> <a href="https://publications.waset.org/abstracts/63657/feedback-in-the-language-class-an-action-research-process" 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Feedback in the Language Class: An Action Research Process