An investigation into the application of teachers’ feedback strategies for the second- year students’ speaking errors at People’s Police college I

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  CHU THỊ THANH HUYỀN AN INVESTIGATION INTO THE APPLICATION OF TEACHERS’ FEEDBACK STRATEGIES FOR THE SECOND- YEAR STUDENTS’ SPEAKING ERRORS AT PEOPLE’S POLICE COLLEGE I (Nghiên cứu việc áp dụng chiến lược sửa lỗi giảng viên lỗi nói sinh viên năm thứ hai trường Cao Đẳng Cảnh Sát Nhân Dân I) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  CHU THỊ THANH HUYỀN AN INVESTIGATION INTO THE APPLICATION OF TEACHERS’ FEEDBACK STRATEGIES FOR THE SECOND- YEAR STUDENTS’ SPEAKING ERRORS AT PEOPLE’S POLICE COLLEGE I (Nghiên cứu việc áp dụng chiến lược sửa lỗi giảng viên lỗi nói sinh viên năm thứ hai trường Cao Đẳng Cảnh Sát Nhân Dân I) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dương Thu Mai , Ph.D Hanoi, 2014 DECLARATION I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others’ work The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of university relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, September 2014 Student’s signature Chu Thị Thanh Huyền i ACKNOWLEDGEMENTS During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people First and foremost, I would like to express my deepest gratitude to my supervisor, Ms Duong Thu Mai, PhD, for her enthusiastic encouragement and guidance throughout the research Without her well-designed plan and meticulous review of the drafts, this thesis would not have been completed I also wish to thank all the professors for enriching my knowledge about English teaching methodology and research methodology My great thanks are also sent to all the staff members of the faculty of Post graduate studies who gave me the best environment to fulfill my thesis I would like to acknowledge and express my appreciation to my colleagues at People’s Police College I (PPC I) for their great supports and constructive suggestions in completing this research Last but not least, my thanks are extended to the second-years students at PPC I who took part in this study, for it was their hard work that provided the useful raw data ii ABSTRACT English is regarded as a basic and important subject at People’s Police College I (PPC I) and students here are expected to achieve the pre-intermediate level in English as well as the ability to communicate in English in normal contexts after graduation However, their speaking skills still have many limitations and need much more instruction from their teachers The study aims at exploring teachers’ feedback strategies for the secondyear students’ speaking errors at PPC I Three instruments, including questionnaire for teachers and students, semistructured interviews with teachers, and class observations were employed to achieve the purposes of the study The subjects involved in this study were 16 teachers, including 15 females and male, who have at least years experience in teaching English at PPC I and second- year students in four classes They were invited to participate in the survey questionnaire, interviews and class observation Other participants are the 256 students in four classes which were observed during eight speaking lessons Among them, 38 students who received individual feedback and another 40 representative students who received feedback for the whole class were asked to evaluate their teachers’ feedback through questionnaire for students It was induced in the study that most teachers of English at PPC I used a variety of feedback strategies towards their students’ speaking errors and the way they applied those strategies was varied As regards the students, they showed a strong need for teachers’ feedback as well as general satisfaction with the feedback they received The findings suggest some suitable and effective ways for teachers in applying feedback strategies to make certain positive changes in their teaching methodology as well as to help students improve their English competence iii TABLE OF CONTENTS TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF FIGURE, TABLES AND CHARTS .viii PART A: INTRODUCTION 1 Rationale of the study Aims of the study 3 Research questions Scope of the study Methods of the study Significance of the study Design of the study Summary PART B – DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Communicative language competence and second language acquisition 1.1.1 Communicative language competence 1.1.2 Second language acquisition 1.2 Language errors 10 1.2.1 Definitions of language errors 10 1.2.2 The role of errors in SLA 11 1.2.3 Classification of errors 13 1.3 Overview of feedback strategies 14 1.3.1 Definitions of feedback 14 1.3.2 The importance of feedback 16 1.3.3 Teachers’ beliefs about feedback 17 1.3.4 Students’ attitudes towards feedback 18 1.4 Speaking errors 19 1.4.1 The definition of speaking errors 19 1.4.2 The classification of speaking errors 19 1.5 Feedback strategies for speaking errors 20 iv 1.5.1 Types of feedback strategies for speaking errors 20 1.5.2 The selection of errors to give feedback 22 1.5.3 The selection of people who give correction 24 1.5.3.1 Teacher- correction 24 1.5.3.2 Peer- correction 24 1.5.3.3 Self- correction 25 1.6 Review of the previous studies on feedback strategies for students’ speaking errors 25 Summary 27 CHAPTER 2: METHODOLOGY 28 2.1 Setting of the study 28 2.2 Research Design 28 2.3 Participants 29 2.4 Data collection instruments 30 2.4.1 Questionnaire 30 2.4.1.1 Questionnaire for the teachers 30 2.4.1.2 Questionnaire for the students 31 2.4.2 Semi-structured interviews with teachers 31 2.4.3 Class observation 32 2.5 Data collection and analysis procedures 32 2.5.1 Data collection procedures 32 2.5.2 Data analysis procedures 34 Summary 34 CHAPTER 3: FINDINGS AND DISCUSSIONS 36 3.1 Research question 1: Second- year students’ most frequent speaking errors 36 3.1.1 Findings from Teachers’ questionnaire 36 3.1.2 Findings from Teachers’ interviews 36 3.1.3 Findings from class observation 37 3.2 Research question 2: Teachers’ beliefs and application of feedback strategies for students’ speaking errors 38 v 3.2.1 Teachers’ beliefs in feedback 38 3.2.1.1 Findings from Teachers’ questionnaire 38 3.2.2 Teachers’ application of feedback strategies 40 3.2.2.1 Findings from Teachers’ questionnaire 40 3.2.2.2 Findings from Teachers’ interviews 46 3.2.2.3 Findings from class observation 48 3.3 Research question 3: Students’ attitudes towards teachers’ use of feedback strategies for their speaking errors 50 3.3.1 Findings from Students’ questionnaire 50 Summary 53 PART C: CONCLUSION 55 Conclusions 55 Pedagogical implications 56 Limitations and suggestions for further research 58 REFERENCES 59 APPENDIX A I APPENDIX B IV APPENDIX C V APPENDIX D VI APPENDIX E VII APPENDIX F IX vi LIST OF ABBREVIATIONS PPC I: People’s Police College I L2: Second Language SLA: Second Language Acquisition ESL: English as Second Language EFL: English as Foreign Language CLT: Communicative Language Teaching vii LIST OF FIGURE, TABLES AND CHARTS Chart 3.1 Students’ most frequent speaking errors from teachers’ questionnaire 34 Chart 3.2 Students’ speaking errors from class observation 35 Table 3.1 Teachers’ beliefs about feedback strategies for students’ speaking errors 36 Chart 3.3 Comparison of types of errors teachers give feedback for individuals and for the whole class 38 Chart 3.4 Characteristics of errors for teachers to base on to give feedback 39 Chart 3.5 Teachers’ frequency of giving feedback 40 Chart 3.6 Time of giving feedback for individual and the whole class 41 Chart 3.7 Types of feedback from Teachers’ questionnaire 42 Chart 3.8 Error corrector for individual and the whole class 43 Chart 3.9 Time of giving feedback from class observation 46 Chart 3.10 Teachers’ use of feedback types from class observation 46 Chart 3.11 The selection of correctors from class observation 47 Table 3.2 Questionaire for students receiving individual feedback 48 Table 3.3 Questionaire for students receiving feedback for the whole class 49-50 Table 3.4 Illustration of class observations of students’ speaking errors and teachers’ feedback ix viii REFERENCES Ajzan, I (1988) Attitudes, personality and behaviour Chicago: Dorsey Press Allwright, D., & Bailey, K M (1991) Focus on the language classroom: An introduction to classroom research for language teachers Cambridge: Cambridge University Press Ancker, W (2000) Errors and corrective feedback: Updated theory and classroom practice English Teaching Forum, 38(4), 20-24 Bartram, M., & Walton, R (1991) Correction A positive approach to language mistakes.Hove, England: Language Teaching Publications Borg, S (2001) Teachers’ beliefs ELT Journal Volumn 55/2 April 2001 OUP Borg, S (2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and Language Teaching, 36 Briscoe, C., & Wells, E (2002) Reforming primary science assessment practices: A case study of one teacher's professional development through action research Sci Ed, 86, 417-435 Broughton, G & Brumfit, Ch & Pincas, A & Wilde, R D (2003) Teaching English as a foreign language New York: Routledge Bruton, A., & Samuda, V (1980) Learner and teacher roles in the treatment of oral error in group work RELC Journal, 11(2), 49-63 Burt, H.D (1975) Error analysis in the adult EFL classroom TESOL Quarterly, 9(1), 53-63 Calderhead , J (1995) Teachers: “Beliefs and knowledge” in D.C Berliner and R.C Calfee ( eds.) Candlin, C (1988) ‘Methods in English Language Teaching’ in International English Language Teaching Prentice Hall, New York Canale, M (1983) From communicative competence to communicative language pedagogy In J C Richards and R W Schmidt (eds.) Language and Communication (p 2-27) New York: Longman 59 Canale, M., & Swain, M (1980) Theoretical bases of communicative approaches to second language teaching and testing Applied Linguistics, 1(1), p 1-47 Carroll, S., & Swain, M (1993) Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations Studies in Second Language Acquisition, 15, 357-386 Celce- Murcia, M., Dornyei, Z., & Thurrell, S (1995) Communicative Competence: A Content Specified Model Los Angeles Choděra, R (2006) Didaktika cizích jazyků Praha: Academia Chomsky, N 1965 Aspects of the theory of syntax Cambridge, Mass.: MIT Press Clampitt, S (2001) ENGL4073 Acquisition of English as a Second Language course handout: Feedback Inter American University of Puerto Rico Retrieved from: http://ponce.inter.edu/proyecto/in/huma/feedback.html Cohen, A D (1975) Error correction and the training of language teachers The Modern Language Journal, 59, 414-422 Corder, S P (1981).Error analysis and interlanguage Oxford: OUP Dulay, H., Burt, M., & Krashern, S (1982) Language two New York: Oxford University Press Edge, J., 1989 Mistakes and Correction London, New York: Longman Ellis, R (1998) Teaching and Research: Options in Grammar Teaching TESOL Quarterly, 32 (1), 39-60 Ellis, R (2009) Corrective Feedback and Teacher Development.L2 Journal, (1), Retrieved from http://www.escholarship.org/uc/item/2504d6w3 Ferris, D (1995) Student reactions to teacher response in multiple draft composition classrooms TESOL Quarterly, 29, 33-53 Ferris, D.R., & Hedgcock, J.(1998) Teaching ESLC omposition: Purpose, Process, and Practice Mahwah, New Jersey: Lawrence Erlbaum Associates Gardner, R (1980) On the validity of affective variables in second language acquisition: conceptual and statistical considerations Language Learning, 30 (2), 255-270 60 Harmer, J (2007).How to teach English.Harlow: Pearson Education Limited: Longman Havranek, G (2002) When is corrective feedback most likely to succeed? International Journal of Educational Research, 37: 255-270 Hendrickson, J (1978) Error correction in foreign language teaching: Recent theory, research, and practice Modern Language Journal, 62, 387-398 Hendrickson, J (1980) The treatment of written work Modern Language Journal, 64, 216-221 Hymes, D.H (1966) "Two types of linguistic relativity" In Bright, W Sociolinguistics The Hague: Mouton pp 114–158 Hymes, D (1972) On communicative competence J B Pride and J Holmes, (eds.) Sociolinguistics Harmondsworth, Middlesex: Penguin Education, 269-93 Jack C Richards, John Platt, Heidi Platt (1992) Dictionary of Language Teaching and Applied Linguistics Malaysia: Longman James, C (1998) Errors in language learning and use – exploring error analysis Edinburgh: Harlow Karahan, F (2007) Language attitudes of Turkish students towards the English language and its use in Turkish context Journal of Arts and Sciences Say, May, 73-87 Khansir, A, A (2008) Place of Error Analysis in Language Teaching INDIAN LINGUSTICS.69,195-202 Kulič, V (1971).Chyba a učení Praha: SPN Lalande, J F (1982) Reducing composition errors: An experiment Modern Language Journal, 66(2), 140-149 Lee, I (2008) Understanding teachers' written feedback practices in Hong Kong secondary classrooms [J] Journal of Second Language Writing, 17(2), 69-85 Lightbown, P & Spada, N (1990) Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning Studies 61 in second language acquisition, 12, 429-448 Lightbown, P M., & Spada, N (1999) How language are learned Oxford: Oxford University Press Lyster, R., & Ranta, L (1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms Studies in Second Language Acquisition, 19, 37-66 Lyster, R (2007) Learning and teaching languages through content: A counterbalanced approach Amsterdam: Benjamins Maicusi, T., Maicusi, P., & Lopez, M J C (2000) The error in the second language acquisition Encuentro, 11, 168-173 Mettetal, G ( 2001) The What, Why and How of Classroom Action Research Journal of Scholarship of Teaching and Learning (JoSoTL), Volume 2, Number (2001), pp 6-13 Meyer, L A (1986) Strategies for Correcting Students' Wrong Responses The Elementary School Journal, 87 (2), 227-241 Nicholas, H., Lightbown, P., & Spada, N (2001) Recasts as feedback to language learners Language Learning, 51, 719–758 Norrish, J (1983) Language Learners and Their Errors: Essential Language Learning Series London: Macmillan Numrich, C (1996) On becoming a language teacher : Insights from diary studies TESOL Quarterly, 30 (1), 131-153 Nunan, D., & Lamb, C (1996) The self-directed teacher: Managing the learner process Cambridge: Cambridge University Press Pieneman, M (1985) Learnability and syllabus construction In K Hyltenstam & M Pieneman (Eds.), Modelling and assessing second language acquisition Clevedon, Avon: Multilingual Matters Phipps, S., & Borg, S (2009) Exploring tensions between teachers’ grammar teaching beliefs and practices System, 37, 380–390 62 Richards, J C & Renandya, Willy A (Ed.) (2002) Methodology in language teaching : an anthology of current practice Cambridge: Cambridge University Press Roberts, M.A (1995) Awareness and the efficacy of error correction In R Schmidt (Ed.) Attention and awareness in foreign language learning (pp 163182) Honolulu, Hawai’i: University of Hawai’i Schegloff, E A., Jefferson, G., & Sacks, H (1977) The preference for selfcorrection in the organization of repair in conversation Language, 53(2), 361-382 Schulz, R A (2001) Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USAColumbia Modern Language Journal, 85, 244-258 Seidlhofer, B (2004) Research perspectives on teaching English as a lingua franca Annual Review of Applied Linguistics, 24, 209-239 Selinker, L 1969.Interlanguage, IRAL, 3, 114·132 Shastri, P D (2010) Communicative approach to the teaching of English as a second language Mumbai: Himalaya Publishing House Snow, C (1977) Mother’s Speech Research: from insight to interaction Cambridge University Press Spratt, M et al (2010).The TKT course Cambridge: CUP Starks, D., & Paltridge, B (1996) A note on using sociolinguistic methods to study nonnative attitudes towards English World Englishes 15 (2), 217-224 Surakka, K (2007) Corrective Feedback and Learner Uptake in an EFL Classroom University of Jyväskylä, Department of Languages [online] http://urn.fi/URN:NBN:fi:jyu-2007551 (15 June, 2012) Susman, G.(1983) Action Research: A Sociotechnical Systems Perspective Ed G Morgan London: Sage Publications, 95-113 63 Tabachnick, B.R & Zeichner, K.M ( 1999) Idea and action: Action research and the development of conceptual change teaching of science Science Education, 83 (3) (1999), pp 309–322 Tomasello, M., & Herron, C (1989) Feedback for language transfer errors: The garden path technique Studies in Second Language Acquisition, 11, 385 - 395 Truscott, J (1996) The case against grammar correction in L2 writing classes Language Learning, 46(2), 327-369 Tsui, A B M (2003) Understanding Expertise in Teaching Cambridge: Cambridge University Press Wajnryb, R (1992) Classroom observation tasks: A resource book for language teachers and trainees Cambridge: Cambridge University Press 64 APPENDIX A QUESTIONNAIRES FOR THE TEACHERS The purpose of this survey is to collect information about the feedback strategies for students’ speaking errors used by teachers of English at People’s Police College I The responses in the three parts are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the teachers Part I: Please complete the questions that correspond with your current situation Age : _years old Gender Male Female How long have you been teaching English? years Part II: Below are some beliefs that teachers have in feedback towards students’ speaking errors Put a tick (√) against each statement to indicate how much you agree with the statements = strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree Statement Students’ spoken errors should be treated All of students’ spoken errors should be corrected Teachers are not the only one who gives correction Teachers can use more than one of feedback type towards each speaking error type In speaking lesson, teachers’ feedback may discourage students from learning When giving feedback, teachers should consider its effect on groups of students or the whole class rather than the one has errors Part III: Please indicate your opinion about students’ speaking errors and feedback strategies by circling your choice(s) (You can have more than one choice) What are the most frequent speaking errors made by students at PPC I? A Phonological errors (stress, intonation, lack of ending sounds, misused sounds, extra –s sounds, ) B Lexical errors (incorrect use of words, prefixes, suffixes, ) C Grammatical errors (tense, mood, sentence structures, ) D Discourse errors (cohesion, coherence, style, ) I E Sociolinguistic errors F Strategic errors G Others (please specify): Which types of individual students’ speaking errors you often correct? A Phonological errors B Grammatical errors C Lexical errors D Discourse errors E Sociolinguistic errors F Strategic errors Others (please specify): Which types of speaking errors you often give feedback for the whole class? A Phonological errors B Grammatical errors C Lexical errors D Discourse errors E Sociolinguistic errors F Strategic errors Others (please specify): …………………………………………………………………………………… 10 Which characteristics of speaking errors you base on to give feedback? A Errors hindering communication B Errors of high frequency C Errors related to the aims of lesson D Errors relevant to students’ levels Others (please specify): ……………………………………………………………………………………… 11 How often you correct individual students’ speaking errors in your class? A Always (100%) B Usually (80%) C Sometimes (50%) D Occasionally (20%) E Never (0%) 12 How often you give feedback for the whole class? A Always (100%) B Usually (80%) C Sometimes (50%) D Occasionally (20%) E Never (0%) 13 When you give feedback for individual students’ speaking errors? Put a tick (√) against the time the teacher uses feedback for each type of error Immediately After Ss finish After the At the end of speaking activities class Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): II 14 When you give feedback for the whole class? Put a tick (√) against the time the teacher uses feedback for each type of error Immediately After Ss finish After the At the end of speaking activities class Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): 15 Which type(s) of feedback you use? Put a tick (√) against the type of feedback the teacher uses Explicit Recasts Clarification Metalinguistic Elicitation Repetition correction requests feedback Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): 16 Who gives correction for students’ speaking errors in your class? Put a tick (√) against the type of feedback the teacher uses Teacher-correction Peer-correction Self-correction Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): Thank you very much for your cooperation! III APPENDIX B QUESTIONNAIRES FOR THE STUDENTS RECEIVING INDIVIDUAL FEEDBACK The purpose of this survey is to collect information about students’ attitudes towards teachers use of feedback strategies for students’ English speaking at People’s Police College I The responses are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the students Please rank your satisfaction in levels You are generally happy with the type of feedback the teacher used A Totally wrong B Wrong C Neutral D Exact E Totally exact It is necessary for the teacher to give feedback for your speaking errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback type that the teacher used for you was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were varied A Totally wrong B Wrong C Neutral D Exact E Totally exact The amount of feedback the teacher used for you was sufficient A Totally wrong B Wrong C Neutral D Exact E Totally exact You want to receive more feedback for your speaking errors from teacher A Totally wrong B Wrong C Neutral D Exact E Totally exact You gain knowlegde from teacher’s feedback for your errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types used by the teacher are helpful for you enhance your gap in knowledge A Totally wrong B Wrong C Neutral D Exact E Totally exact The time when the teacher gave you feedback was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact 10 The time when the teacher gave you feedback did not discourage your speaking A Totally wrong B Wrong C Neutral D Exact E Totally exact Your own ideas about the teacher’s feedback: IV APPENDIX C QUESTIONNAIRES FOR THE STUDENTS RECEIVING FEEDBACK FOR THE WHOLE CLASS The purpose of this survey is to collect information about students’ attitudes towards teachers use of feedback strategies for students’ English speaking at People’s Police College I The responses are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the students Please rank your satisfaction in levels You are generally happy with the feedback the teacher used for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact It is necessary for the teacher to give feedback for speaking errors for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were varied A Totally wrong B Wrong C Neutral D Exact E Totally exact The amount of feedback the teacher used for the whole class was sufficient A Totally wrong B Wrong C Neutral D Exact E Totally exact You want the teacher to give more feedback for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact You gain knowlegde from teacher’s feedback for other students’ errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types used by the teacher are helpful for you enhance your gap in knowledge A Totally wrong B Wrong C Neutral D Exact E Totally exact The time when the teacher gave feedback for the whole class was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact 10 The time when the teacher gave feedback did not dicourage students’ speaking A Totally wrong B Wrong C Neutral D Exact E Totally exact Your own ideas about the teacher’s feedback: V APPENDIX D SEMI-STRUCTURED INTERVIEWS WITH TEACHERS What are the most frequent speaking errors made by second-year students in your class? Which type is the most popular? Can you give examples? In your opinion, how important is giving feedback to students’ speaking errors? Why? How often you give feedback for your students’ speaking errors (for individual students and for the whole class)? Are there any differences between the frequencies of individual feedback and feedback for the whole class? How can you give feedback for the whole class more often and effectively? Which types of speaking errors you often correct? Can you give examples? What characteristis of errors you base on to give feedback? Can you give examples? When you give feedback for each type of students’ speaking errors? Can you give examples? Which type(s) of feedback you often use for students’ speaking errors? Do you apply a certain feedback type for a specific type of error? Who gives correction for students’ speaking errors in your class? VI APPENDIX E CLASS OBSERVATION FORM Teacher’s name: Class: Lesson: Date: Phonological errors St Grammatical errors Observer’s name: Number of students: Male: Female: Topic of speaking: Lexical errors Discourse errors Sociolinguistic errors Strategic errors Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector type type type type type type VII Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors St Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector Time Feedback Corrector type type type type type type Others: Comment: Signature of teacher: Signature of observer: VIII APPENDIX F Table 3.4 Illustration of class observations of students’ speaking errors and teachers’ feedback Type of errors Number of errors Time of giving feedback Imm- After ediately Ss Type of feedback strategies After the At the Explicit Recasts Clarifi activities end of speak Metaling Elici -cation - uistic class Error corrector Repe Teacher Peer Self -tation -tition requestsfeedback 1.phonological 48 26 16 15 17 10 29 11 2.grammatical 35 13 18 14 18 11 lexical 15 9 4 discourse 0 0 1 5.sociolinguistic 0 strategic 0 0 0 0 0 0 0 114 43 49 22 34 42 13 20 66 18 30 Total IX