Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom
Bibliographic Data
| ID | 10816645 |
|---|---|
| Authors | Eva Kartchava (0000-0003-2196-1292, Université de Montréal Montréal Canada), Ahlem Ammar (Université de Montréal Montréal Canada) |
| Year | 2014 |
| Volume | 48 |
| Issue | 1 |
| Pages | 86-109 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.101 |
| OpenAlex | W2010342159 |
| Language | EN |
| Citations received | 12 |
| References cited | 68 |
The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high‐beginner college‐level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fit his corrective feedback style, and each provided feedback in response to errors with the past tense and questions in the past. Participants ( N = 197) completed a beliefs questionnaire, and half ( n = 99) took part in the intervention that followed. Beliefs were probed using a 40‐item questionnaire, and average belief scores were calculated for each learner. These were then correlated both with the noticing reported on an immediate recall measure and with the test scores on picture description and spot‐the‐differences tasks. The results reveal four common beliefs, two of which mediated the noticeability of the supplied feedback, but none of which impacted the learning outcomes
Cognitive psychology · Corrective Feedback · Language proficiency · Linguistics · Mathematics education · Recall · Second language · Style (visual arts) · Test (biology) · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Bridging the belief-practice divide
Learner and teacher beliefs about motivational strategies in Chinese EFL classrooms
Vietnamese students’ beliefs and practices in computer-assisted pronunciation training
EAP corrective feedback in an EMI setting
Learner beliefs and corrective feedback in telecollaboration
Learners' oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error
Learning beliefs and autonomous language learning with technology beyond the classroom
Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities
Explicit instruction through task repetition
Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance
The Case for Smiling? Nonverbal Behavior and Oral Corrective Feedback
Is There a Better Time to Focus on Form? Teacher and Learner Views
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
Scale Development
Synthesizing Research on Language Learning and Teaching
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Oral Feedback in Classroom Sla
Attention
Constraints on “Noticing the Gap”
Recasts and Second Language Development
One Size Fits All?
The Beliefs about Language Learning of Beginning University Foreign Language Students
Corrective feedback and learner uptake in communicative classrooms across instructional settings
Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback
Students' and Teachers' Perceptions of Effective Foreign Language Teaching
The Robustness of Critical Period Effects in Second Language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
Differential Effects of Prompts and Recasts in Form-Focused Instruction
The Role of Implicit Negative Feedback in SLA
Conversational Interaction and Second Language Development
Effects of Form-Focused Practice and Feedback on Chinese Efl Learners’ Acquisition of Regular and Irregular Past Tense Forms
Feedback, Noticing and Instructed Second Language Learning
The Role of Consciousness in Second Language Learning1
Teachers' Choice and Learners' Preference of Corrective Feedback Types
Cultural and situational influences on foreign language learners' beliefs about language learning
Beliefs about language learning and their relationship to proficiency
Readiness for autonomy
Interactional feedback and children’s L2 development
Changes in language learning beliefs as a result of study abroad
Oral corrective feedback in second language classrooms
A student's contributions to second language learning. Part I
Grammar Teaching and Learning in L2
Using Student Beliefs About Language Learning and Teaching in the Foreign Language Methods Course
Students' and Teachers' Beliefs About Language Learning
Corrective Feedback and Learner Uptake
Epistemological Beliefs and Language Learning Beliefs
The Roles of L1 Influence and Lexical Aspect in the Acquisition of Temporal Morphology
Recasts, Language Anxiety, Modified Output, and L2 Learning
Prompts Versus Recasts in Dyadic Interaction
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |