How do learners engage with oral corrective feedback on lexical stress errors
Effects of learner engagement on the working of corrective feedback
Datos Bibliográficos
| ID | 21458441 |
|---|---|
| Autores | Hooman Saeli (0000-0003-2904-2119, University of Tennessee at Knoxville), Mohammadreza Dalman (0000-0001-8745-2525, Northern Arizona University), Payam Rahmati (0000-0003-0387-9586, Oklahoma State University) |
| Año | 2020 |
| Volumen | 43 |
| Número | 3 |
| Páginas | 247-276 |
| Fecha de publicación | 2020-09-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Australian Review of Applied Linguistics (JOURNAL) |
| Identificadores de la revista | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Editorial | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.19010.sae |
| OpenAlex | W3014036822 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 30 |
This study explored the affective, behavioral, and cognitive engagement of 18 Iranian EFL learners with oral corrective feedback on lexical stress errors. The data were collected using questionnaires, pretests, posttests, and interviews. The questionnaire responses showed that the participants held various perceptions about direct feedback. Additionally, the pretest and posttest results indicated that the learners with positive perceptions about direct feedback had significant lexical stress accuracy gains. Also, the students who viewed direct feedback favorably showed positive affective, behavioral, and cognitive engagement with it. These learners, for instance, frequently reviewed the provided feedback and used cognitive resources when utilizing it. In contrast, the students with negative perceptions about direct feedback showed negative engagement with it. The findings suggest that learners’ affective, behavioral, and cognitive engagement can determine the working of feedback. Also, students’ perceptions seem to filter the feedback they receive, thereby helping shape how they engage with feedback
Cognition · Cognitive psychology · Corrective Feedback · Linguistics · Mathematics education · Negative feedback · Perception · Applied Psychology · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Social Psychology
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Epilogue
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| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,6 |
| Intervalo de citas | 2021 - 2025 (5) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |