Does it affect teacher oral feedback?
The current study set out to investigate the effects of oral corrective feedback (OCF) and examine the impact of correction timing on lexical stress and sentence intonation accuracy in a Persian context. The data was collected from a sample of upper-intermediate EFL students (N = 61). Immediate teacher-explicit OCF, delayed teacher-explicit OCF, and a control group were randomly assigned to three classes. A list of 50 new words, contextualized in 50 statements/questions, were utilized to measure any possible gains. Analysis of post-test results confirmed that the teacher immediate OCF (n = 20) and teacher delayed OCF (n = 20) classes outperformed the control group (n = 21). Post-hoc analysis revealed that the treatment groups were not significantly different in lexical stress accuracy gains. In contrast, the immediate group had significantly higher gains than the delayed one in sentence intonation accuracy.
Keywords: oral corrective feedback, feedback timing, teacher feedback, explicit feedback, lexical stress, sentence intonation
Published online: 13 March 2019
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Trofimovich, P., & Baker, W.
Cited by 2 other publications
Levis, John M.
Martin, Ines A. & Lieselotte Sippel
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