Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom
Bibliographic Data
| ID | 8938041 |
|---|---|
| Authors | Lieselotte Sippel (0000-0003-3558-6075, Pennsylvania State University, corresponding author), Carrie N Jackson (0000-0003-0284-850X, Pennsylvania State University) |
| Year | 2015 |
| Volume | 48 |
| Issue | 4 |
| Pages | 688-705 |
| Publication date | 2015-11-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12164 |
| OpenAlex | W2273023063 |
| Language | EN |
| Citations received | 13 |
| References cited | 26 |
This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule‐based structure) and past participle formation (an item‐based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by their course instructor, while learners in the peer feedback group were trained to provide guidance to each other at the beginning of a two‐day instructional treatment. Results from both an immediate and delayed posttest showed that while both experimental groups significantly improved in grammatical accuracy with both auxiliary selection and the past participle, the largest improvement was seen among the learners in the peer feedback group. These findings suggest that peer corrective feedback heightens learners' awareness of linguistic forms and that learners who provide such feedback may benefit not only from receiving but also from providing it. The results further demonstrate that peer feedback can be effective with less‐proficient learners and with different types of grammatical structures
Corrective Feedback · German · Grammar · Linguistics · Mathematics education · Participle · Past tense · Peer feedback · Second-language acquisition · Selection (genetic algorithm · Verb · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Eva Kartchava
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Research agenda
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| Unique citing works | 13 |
|---|---|
| Citations per year | 1,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |