Percepción de estudiantes de inglés como lengua extranjera de dos universidades privadas en Costa Rica acerca de la retroalimentación oral correctiva en el aula
Contenido principal del artículo
Resumen
En los últimos años, el interés por el papel que juega la retroalimentación oral en los procesos de enseñanza/aprendizaje de inglés como segunda lengua o lengua extranjera han impulsado varios estudios desde la perspectiva de lingüistas y docentes, pero poco se ha investigado acerca de la percepción de los estudiantes. El propósito de esta investigación es recabar la opinión de estudiantes de dos universidades privadas en San José, Costa Rica sobre la realimentación correctiva que reciben de sus profesores en cursos de inglés como lengua extranjera que forman parte de su malla curricular. Es un estudio descriptivo, transversal y cuantitativo. La recolección de datos se hizo a través de un cuestionario en línea que 160 estudiantes de cursos de inglés de los niveles 1 y 2 (A1/A2 en la clasificación CEFR) contestaron de forma voluntaria. Se les interrogó acerca de su percepción general sobre las correcciones de errores orales, la frecuencia con que desean se les corrija, cuáles son los tipos de errores que consideran se deben de corregir y su preferencia por el método de corrección. Los resultados obtenidos apuntan a una actitud positiva hacia la realimentación de los profesores. Los participantes expresaron su deseo de ser corregidos en todos los errores de gramática, vocabulario y pronunciación cometidos en forma inmediata. Los métodos de corrección preferidos fueron por orden de importancia la corrección explícita, seguida de recast (remodelar) y clarificación. La indicación metalingüística y las señales no verbales fueron las opciones menos preferidas.
Palabras clave:
Descargas
Detalles del artículo
Citas
Abarca Amador, Y. (2008). Learner attitudes toward error correction in a beginners English class. Revista Comunicación, 17(1), 18-28.
Alamri, B. & Fawzi, H. (2016) Students’ Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia. English Language Teaching, 9(11), 59-65.
Alshammari, E., & Wicaksono, R. (2022). Teachers’ Perceptions of Oral Corrective Feedback in Form-focused Language Classrooms: Why do they Correct the Way they do? International Journal of Applied Linguistics & English Literature, 11(4), 58-69.
Ananda, D. R., Febriyanti, E. R., Yamin, M., & Mu'in, F. (2017). Students' Preferences toward Oral Corrective Feedback in Speaking Class at English Department of Lambung Mangkurat University Academic Year 2015/2016. Theory and Practice in Language Studies, 7(3), 176-186. https://doi.org/10.17507/tpls.0703.03
Corder, S. P. (1967). The Significance of Learners’ Errors. IRAL International Review of Applied Linguistics in Language Teaching, 4, 161-170.
Eyengho, T. & Fawole, O. (2017). Students’ Attitude towards Oral Error Correction Techniques Employed by Secondary School Language Teachers in South Western Nigeria. Journal of Social Science for Policy Implications, 5(1), 46-51. https://doi.org/10.15640/jsspi.v5n1a5
Gutiérrez, A., Arancibia, C., Bustos, C., Mora, F., Santibáñez, X., & Flores, M. (2020). Students’ Perceptions of Oral Corrective Feedback Given by Teachers in Communicative Approach English Courses from an EFL Pedagogy Program at a Private University. Lenguas Modernas, 56, 9-26.
Ha, X.V. & Nguyen L.T. (2021). Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned? Frontiers in Psychology, 12, 697160. https://doi.org/10.3389/fpsyg.2021.697160
Hartono, D., Basthomi, Y., Widiastuti, O., & Prastiyowati, S. (2022). The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain: A Study on EFL Speech Production. Cogent Education, 9(1), 2152619. https://doi.org/10.1080/2331186X.2022.2152619
Inci-Kavakk, V. (2019). Exploring the Gap between Instructors’ and Learners’ Preferences about Error Correction. ELT. Journal of Theoretical Educational Science, 13(1), 116-146. http://dx.doi.org/10.30831/akukeg.537175
Katayama A. (2007). Japanese EFL Students` Preferences toward Correction of Classroom Oral Errors. The Asian EFL Journal, 9(4), 289-305.
Krashen, S.D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lee, E. (2013). Corrective feedback preferences and learner repair among advanced ESL Students. Science Direct, 41(2), 217-230. https://doi.org/10.1016/j.system.2013.01.022
Lee, E. J. (2016). Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback. Journal of International Students, 6(3), 798-816.
Lee, N. (1991). Notions of “error” and appropriate corrective treatment. Hong Kong Papers in Linguistic and Language Teaching, 14, 55-70.
Lwin, S. M., & Yang, D. (2021). Oral Corrective Feedback in a Chinese University EFL Classroom Context. Malaysian Journal of ELT Research, 18(2), 32-47. https://doi.org/10.52696/WIVS9084
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 19(1), 37-66.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40. https://doi.org/10.1017/S0261444812000365
Martakush, A. K. (2020). The Role of Corrective Feedback and Individual Differences in Second Language Learning (Order No. 30217839). [Doctoral dissertation, Newcastle University]. Available from ProQuest One Academic. (2732249635). https://www.proquest.com/dissertations-theses/role-corrective-feedback-individual-differences/docview/2732249635/se-2
Milla Melero, R. (2011). Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom. [Master Thesis, Universidad País Vasco].
Oladejo J. (1993) Error correction in ESL Learners` preferences. TESL Canada Journal 10(2), 71-89.
Pickens, J. (2020). Attitudes and Perceptions. In N. Borkowski & K. A. Meese (Eds.), Organizational behavior in health care. Jones & Bartlett Learning (pp.45-70).
Rashidi, N., & Majdeddin, M. (2023). The Role of Mediational Discourse in Developing an EFL Teacher's Oral Corrective Feedback Strategies: A Sociocultural Perspective. The Qualitative Report, 28(3), 784-815.
https://doi.org/10.46743/2160-3715/2023.5463
Rezaei, S., Mozaffari, F., & Hatef, A. (2011). Corrective Feedback in SLA: Classroom Practice and Future Directions. International Journal of English Linguistics, 1(1), 21-29.
Seçkin Can, & Daloglu, A. (2022). A Classroom Research Study on use of Oral Corrective Feedback at an EFL University. I-Manager's Journal on English Language Teaching, 12(1), 39-55. https://doi.org/10.26634/jelt.12.1.18365
Tavacoli, M & Nourollah Z. (2018): Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching, 12(3), 247-259 https://doi.org/10.1080/17501229.2016.1195391
Tomczyk, E. (2013) Perceptions of Oral Errors and Their Corrective Feedback: Teachers vs. Students. Journal of Language Teaching and Research, 4(5), 924-931. https://doi.org/10.4304/jltr.4.5.924-931
Truscott, J. (1999). What’s wrong with oral grammar correction. Canadian Modern Language Review, 55, 437-455. https://doi.org/10.3138/cmlr.55.4.457
Tsuneyasu, M. (2016) Teacher’s tendencies and Learner’s preferences regarding corrective feedback types. International Christian University Repository. oai:icu.repo.nii.ac.jp:00004450
Uddin, M. N. (2022). L2 Teachers' Oral Corrective Feedback Practices in Relation to Their CF Beliefs and Learner Uptake. Theory and Practice in Language Studies, 12(4), 617-628. https://doi.org/10.17507/tpls.1204.01
Youssef, N. H. (2019). An Action Research Study Examining Teachers' and Learners' Beliefs Regarding Oral Corrective Feedback: Exploring the Relation Between Training and Teachers' Provision of Oral Corrective Feedback in the Language Classroom (Order No. 28665878) [Doctoral dissertation, Cardiff Metropolitan University]. Available from ProQuest One Academic. (2537305538). https://www.proquest.com/dissertations-theses/action-research-study-examining-teachers-learners/docview/2537305538/se-2