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Article published In:
Australian Review of Applied Linguistics
Vol. 43:3 (2020) ► pp.247–276

How do learners engage with oral corrective feedback on lexical stress errors?

Effects of learner engagement on the working of corrective feedback

ORCID logo | The University of Tennessee at Knoxville
| Northern Arizona University
| Oklahoma State University

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.

Keywords: lexical stress accuracy, oral corrective feedback, learner engagement with feedback
Article outline
  • 1.Introduction
    • 1.1Background
    • 1.2Effects of OCF on L2 pronunciation accuracy
    • 1.3Learners’ engagement with feedback
    • 1.4Target structure: Lexical stress
    • 1.5The present study
  • 2.Methodology
    • 2.1Operationalization of variables
    • 2.2Study context, participants, and participant selection
    • 2.3Data collection instruments
    • 2.4The tutoring sessions: OCF on lexical stress errors
    • 2.5Data collection and data analysis
  • 3.Findings and discussion
    • 3.1The learners’ questionnaire responses
    • 3.2Learners’ pretest and posttest lexical stress accuracy
    • 3.3The effects of learner engagement with feedback on the efficacy of direct OCF on lexical stress errors
      • 3.3.1Patterns of Learner Engagement with Feedback for the Favorable Group: Bita, Mina, and Peji
      • 3.3.2Patterns of learner engagement for the unfavorable group: Amin, Sara, and Ziba
  • 4.Conclusion
  • References
Published online: 24 March 2020
DOI logo
https://doi.org/10.1075/aral.19010.sae
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