Corrective Feedback in Conversation Courses at CEIC, Alajuela Site
This study analyzes corrective feedback practices implemented by three teachers of conversational courses in oral production skills carried out in a classroom setting. It was conducted in the Centro de Estudios en Inglés Conversacional (CEIC), outreach program at the Universidad Nacional, Alajuela S...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Costa Rica |
| Institution: | Universidad de Costa Rica |
| Repository: | Portal de Revistas UCR |
| Language: | English |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/24666 |
| Online Access: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/24666 |
| Access Level: | Open access |
| Keyword: | learning a foreign language proficiency level corrective feedback corrective feedback techniques aprendizaje de lengua extranjera nivel de dominio de la lengua extranjera corrección de errores técnicas de corrección de errores |
| Summary: | This study analyzes corrective feedback practices implemented by three teachers of conversational courses in oral production skills carried out in a classroom setting. It was conducted in the Centro de Estudios en Inglés Conversacional (CEIC), outreach program at the Universidad Nacional, Alajuela Site, in the fourth bimester in 2014 with three different proficiency level groups: beginner, intermediate, and advanced conversational English as a Foreign Language students. Throughout the study, students developed a series of oral production activities; in these activities the mistakes made, the correction techniques implemented, the type of activity in which students participated, and the responses after providing feedback were recorded. To collect the necessary information, several data collection methods such as participant observation, surveys with students, and questionnaires with teachers were administered. The results showed that student mistakes were corrected in most cases, and that corrective feedback techniques were effective according to the learners’ proficiency level. |
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