Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 214–234
Chapter 8. Promoting learning from second language speaking tasks
Exploring learner attitudes to the use of comparators and oral feedback
In this chapter I report the findings of a study of language learner attitudes to comparators and oral feedback used as support for their performances on speaking tasks. The study involved two groups of international postgraduates studying at the University of Edinburgh: the first were students who had attended an in-session speaking skills course, and the second were an intact class attending a pre-sessional English for Academic Purposes (EAP) programme. The views revealed in their questionnaire responses and interviews show wide variation at the individual level, even among students from the same cultural background. The findings also suggest differences in perception between the two groups, which may be related in part to the different experience of learners at a pre-sessional stage and of those already attending degree programmes. I discuss the learners’ responses and suggest a teaching framework in which language teachers and course designers could accommodate different learners’ perceptions of the most effective ways of comparing and enhancing their second language performances.