Title Page
Abstract
Contents
Abbreviations 16
Chapter 1. Introduction 17
1.1. Background of the Study 17
1.2. Statement of the Problem 21
1.3. Research Question 23
1.4. The Rationale of the Study 24
1.5. Definition of Terms 27
1.6. Organization of the Study 27
Chapter 2. Literature Review 29
2.1. Overview 29
2.2. The Definition of Errors and Mistakes 29
2.3. The Definition of Oral Corrective Feedback 31
1. Explicit feedback 34
2. Metalinguistic feedback 34
3. Clarification requests 35
4. Elicitation 35
5. Repetition 36
6. Recasts 36
2.4. The Historical and Theoretical Background of Oral Corrective Feedback 37
2.4.1. Historical Background 37
2.4.2. Theoretical Background 40
2.5. Studies on the Effectiveness of Oral Corrective Feedback in Laboratory and Classroom Studies 45
2.5.1. Laboratory Settings 45
2.5.2. Classroom Settings 49
2.6. Review of Teachers' and Learners' Perceptions 51
2.6.1. Teachers' Perceptions and Their Teaching Experience 51
2.6.2. Learners' Perceptions and Their Learning Experience 55
2.7. The Perceptional Differences between Teachers and Learners on Oral Corrective Feedback 58
2.7.1. Should Learners' Errors be Corrected? 60
2.7.2. When Should Oral Corrective Feedback be Provided? 61
2.7.3. What Types of Learners' Errors Need to be Corrected? 63
2.7.4. How Should Learners' Errors be Corrected? 64
2.7.5. Who Should Correct Learners' Errors? 67
2.8. Summary 69
Chapter 3. Methodology 72
3.1. Overview 72
3.2. The Study Design 72
3.2.1. The Research Context 73
3.2.2. Participants 73
3.2.3. English Language Courses 76
3.3. Data Collection 77
3.3.1. Questionnaires 79
3.3.2. Classroom Observations 80
3.3.3. Semi-structured Interviews 81
3.4. Procedures 83
3.5. Trustworthiness and Credibility 88
3.6. Ethical Considerations 92
3.7. Data Analysis 95
3.8. Summary 97
Chapter 4. Results 98
4.1. Overview 98
4.2. Results of Questionnaires for Teachers and Chinese Learners 99
4.2.1. Necessity of Oral Corrective Feedback 99
4.2.2. Frequency of Oral Corrective Feedback 101
4.2.3. Timing of Providing Oral Corrective Feedback 103
4.2.4. Types of Oral Errors 106
4.2.5. Methods of Oral Corrective Feedback 110
4.2.6. Correctors of Providing Oral Corrective Feedback 116
4.2.7. Summary 118
4.3. Results of Classroom Observations 120
4.3.1. Timing of Providing Oral Corrective Feedback 120
4.3.2. Frequency of Oral Corrective Feedback 123
4.3.3. Types of Oral Errors 124
4.3.4. Methods of Oral Corrective Feedback 126
4.3.5. Correctors of Providing Oral Corrective Feedback 130
4.3.6. Summary 132
4.4. Results of Semi-structured Interviews 133
4.4.1. Necessity of Oral Corrective Feedback 134
4.4.2. Timing of Providing Oral Corrective Feedback 140
4.4.3. Types of Oral Errors 144
4.4.4. Methods of Oral Corrective Feedback 150
4.4.5. Correctors of Providing Corrective Feedback 160
4.4.6. Summary 164
Chapter 5. Discussion 165
5.1. Overview 165
5.2. The Perceptional Differences between EFL Teachers and the EFL Learners on Oral Corrective Feedback 165
5.3. The Perceptional Differences Affects the Effectiveness of Oral Corrective Feedback 169
5.4. The Perceptional Differences between EFL Teachers' Perceptions and Actual Teaching Practices 171
5.5. Main Reasons for the Perceptional Differences 172
Chapter 6. Conclusion 176
6.1. Suggestions for Providing Oral Corrective Feedback in the English Classroom 176
6.2. Pedagogical Implications 177
6.3. Research Limitations and Future Prospects 178
Appendices 181
Appendix A. Oral Corrective Feedback Techniques 181
Appendix B. Questionnaire for Teachers 182
Appendix C. Questionnaire for Learners 187
Appendix D. Semi-structured Interview Protocol for Teachers 192
Appendix E. Semi-structured Interview Protocol for Learners 194
Appendix F. Consent Form for Teachers 196
Appendix G. Consent Form for Learners 197
References 198
Table 1. Research questions and approaches matrix. 78
Table 2. Oral corrective feedback observation scheme, adapted from Ammar & Spada (2006). 84
Table 3. Teacher vs. Chinese learner responses on the necessity of oral CF. 100
Table 4. Comparison of responses on the necessity of oral CF: Teachers vs. Chinese learners. 101
Table 5. Teacher vs. Chinese learner responses on the frequency of oral CF. 102
Table 6. Comparison of responses on the frequency of oral CF: Teachers vs. Chinese learners. 103
Table 7. Teacher vs. Chinese learner responses on the timing of providing oral CF. 104
Table 8. Comparison of responses on the timing of providing oral CF: Teachers vs. Chinese learners. 105
Table 9. Teachers vs. Chinese learner responses on the types of errors that should be corrected 109
Table 10. Comparison of responses on the types of errors: teachers vs. Chinese learners 110
Table 11. Teachers vs. Chinese learner responses on the methods of oral CF. 114
Table 12. Comparison of responses on the methods of oral CF: Teachers vs. Chinese learners. 115
Table 13. Teachers vs. Chinese learner responses on the correctors of providing oral CF. 117
Table 14. Comparison of responses on the correctors of providing oral CF: Teachers vs. Chinese learners. 118
Table 15. Teachers' provision and ignorance of oral CF: frequency and percentage. 123
Table 16. The types of oral errors: frequency and percentage. 126
Table 17. Uptake and provision of oral CF: frequency and proportion. 127
Figure 1. Teachers' and Chinese learners' perceptions of the necessity of oral CF. 100
Figure 2. Teachers' and Chinese learners' perceptions of the frequency of oral CF. 102
Figure 3. Teachers' and Chinese learners' perceptions of the timing of providing oral CF. 103
Figure 4. Teachers' and Chinese learners' perceptions of the types of errors. 107
Figure 5. Teachers' and Chinese learners' perceptions of the methods of oral CF. 111
Figure 6. Teachers' and Chinese learners' perceptions of providing correctors of oral CF. 116
Figure 7. The correctors of providing oral CF. 131