Email this article 
HOW TEACHERS IN AN INFORMAL ENGLISH TRAINING INSTITUTION TREAT YOUNG LEARNERS’ ORAL ERRORS
Abstract
Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies. The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.
Keywords
Full Text:
PDFReferences
Ahangari, S., & Amirzadeh, S. (2011). Exploring the teachers’ use of spoken corrective feedback in teaching Iranian EFL learners at different levels of proficiency. Procedia - Social and Behavioral Sciences, 29, 1859–1868. https://doi.org/10.1016/j.sbspro.2011.11.435
Aktuğ, B. (2015). Common pronunciation errors of seventh grade EFL learners: A case from Turkey. Ankara: Middle East Technical University.
Alakrash, H. M., & Razak, N. A. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), 1-17. https://doi.org/10.3390/su132112304
Behroozi, B., & Karimnia, A. (2017). Educational context and ELT teachers’ corrective feedback preference: Public and private school teachers in focus. International Journal of Research in English Education, 2(2), 10–15. https://doi.org/10.18869/acadpub.ijree.2.2.10
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458. https://doi.org/10.1177/1362168814563200
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Choi, S.-Y., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL classroom. RELC Journal, 43(3), 331–351. https://doi.org/10.1177/0033688212463274
Chu, R. (2011). Effects of teacher’s corrective feedback on accuracy in the oral English of English-majors college students. Theory and Practice in Language Studies, 1(5), 454-459. https://doi.org/10.4304/tpls.1.5.454-459
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/L2.V1I1.9054
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (1st ed., p. 16). New York: Routledge.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(02), 339-368. https://doi.org/10.1017/S0272263106060141
Fathimah, N. M. (2017). Teachers’ corrective feedback on students’ oral production in EFL classrooms. Bandung: The Indonesia University of Education.
Gass, S. M., & Selinker, L. (2008). Second language acquisition (3rd ed.). New York: Routledge.
Gebhard, J. G. (2009). Teaching English as a foreign or second language (2nd ed.). Ann Arbor: the University of Michigan Press.
Gordon, T. (2007). Teaching young children a second language. Westport: Praeger.
Granena, G., & Yilmaz, Y. (2019). Corrective feedback and the role of implicit sequence-learning ability in L2 online performance. Language Learning, 69, 127–156. https://doi.org/10.1111/lang.12319
Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow: Pearson Longman.
Hashemian, M., & Farhang-Ju, M. (2018). Effects of metalinguistic feedback on grammatical accuracy of Iranian field (in) dependent L2 learners’ writing ability. Journal of Research in Applied Linguistics, 9(2), 141–161. https://doi.org/10.22055/RALS.2018.13797
Hilliard, A. (2014). Spoken grammar and its role in the English language classroom. English Teaching Forum, 4, 2–13.
Karlina, Y., Rahman, A., & Chowdhury, R. (2020). Designing phonetic alphabet for bahasa indonesia (PABI) for the teaching of intelligible English pronunciation in Indonesia. Indonesian Journal of Applied Linguistics, 9(3), 724–732. https://doi.org/10.17509/ijal.v9i3.23223
Katayama, A. (2006). Perceptions of JFL students toward correction of oral errors. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.), JALT2005 (pp. 1248–1264). Tokyo: JALT.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Li, S. (2018). Corrective feedback in L2 speech production. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (1st ed., pp. 1–9). Hoboken, NJ: John Wiley & Sons, Inc.
Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51–81. https://doi.org/10.1017/S027226319800103X
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Saito, K. (2010). Interactional feedback as instructional input. Language, Interaction and Acquisition, 1(2), 276–297. https://doi.org/10.1075/lia.1.2.07lys
Maolida, E. H. (2013). A descriptive study of teacher’s oral feedback in an ESL young learner classroom in Indonesia. K@ta, 15(2), 117-124. https://doi.org/10.9744/kata.15.2.117-124
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Ok, S., & Ustact, H. Y. (2013). Preferences of ELT students on the strategies instructors use in the correction of grammar errors. International Journal of Business and Social Science, 4(8), 244–254.
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573–595. https://doi.org/10.2307/3588241
Rezaei, S., & Derakhshan, A. (2011). Investigating recast and metalinguistic feedback in task-based grammar instruction. Journal of Language Teaching and Research, 2(3), 655-663. https://doi.org/10.4304/jltr.2.3.655-663
Russell, V. (2009). Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today? Electronic Journal of Foreign Language Teaching, 6(1), 21–31.
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology: A Refereed Journal for Second and Foreign Language Educators, 13(1), 96–120.
Shahini, G., & Shahamirian, F. (2017). Improving English speaking fluency: The role of six factors. Advances in Language and Literary Studies, 8(6), 100–104. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.100
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 593–610). New York: Routledge.
Shin, J. Y., Dixon, L. Q., & Choi, Y. (2020). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 41(5), 406–419. https://doi.org/10.1080/01434632.2019.1684928
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting?. TESOL Quarterly, 37(4), 760–769. https://doi.org/10.2307/3588224
Taipale, P. (2012). Oral errors, corrective feedback and learner uptake in an EFL setting. Jyväskylä: University of Jyväskylä.
Tersta, F. W. (2017). An Analysis of oral corrective feedback to scaffold students in learning spoken English. Bandung: The Indonesia University of Education.
Tiley, W., & Rentler, B. (2022). Activating accurate vocabulary use in spoken English: Collocation-focused classroom action research at a Japanese University. APU Journal of Language Research, 7, 38–59. https://doi.org/10.34409/apujlr.7.0_38
Widiati, U., & Cahyono, B. Y. (2006). The teaching of speaking in Indonesian context: The state of the art. BAHASA DAN SENI, 34(2), 269–292.
Yang, J. (2016). Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error. System, 61, 75–86. https://doi.org/10.1016/j.system.2016.08.004
Yilmaz, Y. (2016). The role of exposure condition in the effectiveness of explicit correction. Studies in Second Language Acquisition, 38(1), 65–96. https://doi.org/10.1017/S0272263115000212
Young-Davy, B. (2014). Explicit vocabulary instruction. Ortesol Journal, 31, 26–32.
Yusuf, F. N., Widiati, U., & Sulistyo, T. (2017). Multimodal feedback provision in improving pre-service teachers’ competence. Indonesian Journal of Applied Linguistics, 7(2), 239-246. https://doi.org/10.17509/ijal.v7i2.8126
DOI: https://doi.org/10.24071/llt.v26i1.5341
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Ihsan Nur Iman Faris, Dian Budiarti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.