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ANINDA VE SONRASINDA VERİLEN DÜZELTİCİ DÖNÜTLERİN ACİL DURUM UZAKTAN EĞİTİM DÖNEMİNDE YABANCI DİLDE SESLETİM ÜZERİNE ETKİSİ

Year 2023, Volume: 13 Issue: 1, 573 - 587, 31.03.2023
https://doi.org/10.30783/nevsosbilen.1230037

Abstract

COVID-19 nedeniyle 2020 yılında çevrimiçi öğretime ani geçişle birlikte İngilizce öğretmenleri ve öğrenenleri kendilerini daha az etkileşimin olduğu ve sınıflarından uzakta bir ortamda bulmuşlardır. Böylesine bir ortamda dil öğretiminin önemli bir boyutu olan düzeltici dönütler her iki taraf için de daha önemli hale gelmektedir. Bu çalışma, acil durum uzaktan eğitim bağlamında, bir konuşma dersi kapsamında verilen anında ve sonrasında düzeltici dönütlerin Türk üniversite öğrencilerinin yabancı dilde sesletimine etkisine ve öğrencilerin aldıkları dönütler hakkındaki görüşlerine odaklanmaktadır. Çevrimiçi öğretimle yürütülen sözlü iletişim becerileri dersini alan 23 öğrenci sekiz hafta boyunca izlenmiş ve sesletim hataları kayıt altına alınmıştır. Sesletim hatalarıyla ilgili olarak bir grup anında dönüt alırken diğer grup sonrasında ve bireysel olarak dönüt almıştır. Süreç sonunda hatalarıyla ilgili öğrencilere son test uygulanmıştır. Sonuçlar, tüm öğrenciler için sesletim hatalarında düşüş olduğunu ve süreç içinde ve sonunda hata sayısındaki farkın istatistiksel olarak anlamlı olduğunu göstermiştir. Ancak, ortalama fark ve etki büyüklüğü, sonrasında dönüt alan grupta da büyük olmuştur.

References

  • Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video‐mediated telecollaboration. The Modern Language Journal, 100(3), 585-609.
  • Alghazo, S. M. (2015). Advanced EFL Learners' Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63-76.
  • Ali, A., & Smith, D. T. (2015). Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy. Issues in Informing Science and Information Technology, 12, 11–20. https://doi.org/10.28945/2174
  • Arroyo, D. C., & Yilmaz, Y. (2018). An open for replication study: The role of feedback timing in synchronous computer‐mediated communication. Language Learning, 68, 942–972.
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
  • Brown, D. (2016). Type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436e458. https://doi.org/10.1177/136216881456320 0.
  • Bryfonski, L., & Ma, X. (2020). Effects of implicit versus explicit corrective feedback on mandarin tone acquisition in a SCMC learning environment. Studies in Second Language Acquisition, 42(1), 61-88.
  • Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second language learners’ and teachers’ perceptions of delayed immediate corrective feedback in an asynchronous online setting an exploratory study. TESL Canada Journal, 37(2), 181-209.
  • Cheung, A. (2021). Language teaching during a pandemic: A case study of zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. https://doi.org/ 10.1177/0033688220981784
  • Corder, S.P. (1967): "The significance of learners' errors", IRAL, 5, 161-169.
  • Darabad, A. M. (2014). Corrective feedback interventions and EFL learners’ pronunciation: A case of–s or–es ending words. International Journal of Learning and Development, 4(1), 40-58.
  • Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual corrective feedback on L2 pronunciation. System, 41(1), 25-37.
  • Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
  • Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 3- 18). New York: Routledge.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. https://doi.org/10.1111/1467-9922.00156
  • Fu, M., & Li, S. (2020). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 44(1), 2-34.
  • Gao, X. (2021). Oral corrective feedback on Mandarin pronunciation in live online classes. In Y. Zhang & X. Gao (Eds.), Frontiers of L2 Chinese Language Education (pp. 90-109). London: Routledge.
  • Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An Introduction (2nd ed., pp. 180-206). New York: Routledge.
  • Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English/ɹ/to Korean adult EFL learners. System, 60, 117-127.
  • Harmer, J. (2007). The practice of English language teaching. 4th ed. England: Pearson Education.
  • Harmer, J. (2008). How to teach English. England: Pearson Education.
  • Huang, X., & Jia, X. O. (2016). Corrective feedback on pronunciation: Students' and teachers' perceptions. International Journal of English Linguistics, 6(6), 245-254.
  • Jenks, C. (2010). Adaptation in online voiced-based chat rooms: Implications for language learning in applied linguistics. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising ’learning’ in applied linguistics (pp. 147–162). Basingstoke, UK: Palgrave Macmillan.
  • Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2012). Preferences for interactional feedback: differences between learners and teachers. Language Learning Journal, 43(1), 74-93. https://doi.org/10.1080/09571736.2012.705571
  • Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220-249.
  • Leasure, A.R., Davis, L., & Thievon, A.L. (2000). Comparison of student outcomes and preferences in a traditional vs. world wide web-based baccalaureate nursing research course. Journal of Nursing Education, 29(4), 149–154.
  • Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35-64.
  • Lee, E. J. (2016). Reducing international graduate students’ language anxiety through oral pronunciation corrections. System, 56, 78-95. https://doi.org/10.1016/j.system.2015.11.006
  • Li, S. (2014). Oral corrective feedback. ELT journal, 68(2), 196-198.
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100, 276–295.
  • Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The modern language journal, 90(4), 536-556.
  • Long, M. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (pp. 259–278). New York: Annals of the New York Academy of Science.
  • Luquin, M., & Roothooft, H. (2019). The effects of oral corrective feedback and language anxiety on pronunciation development. Elia-Estudios de Lingüística Inglesa Aplicada, 19, 41-69.
  • Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner repair in dyadic interaction. Language Learning, 57(4), 511-548.
  • Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411-452.
  • Nguyen, N. X., & Hung Luu, N. Q. (2021). EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation. International Journal of Science and Management Studies, 4(4), pp. 266–281. https://doi.org/10.51386/25815946/ijsms-v4i4p125
  • Ölmezer-Öztürk, E., & Öztürk, G. (2016). Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students. Novitas-ROYAL (Research on Youth and Language), 10(2), 113-133.
  • Pawlak, M. (2013). The effect of explicit and implicit corrective feedback on eliminating pronunciation errors. In E. Waniek-Klimczak & L. R. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 85-101). Springer, Berlin, Heidelberg.
  • Quinn, P. (2014). Delayed versus immediate corrective feedback on orally produced passive errors in English. Unpublished PhD dissertation, University of Toronto, Toronto, Canada.
  • Rassaei, E., Moinzadeh, A., & Youhannaee, M. (2012). Effects of recasts and metalinguistic corrective feedback on the acquisition of implicit and explicit L2 knowledge. The Journal of Language Learning and Teaching, 2(1), 59-75.
  • Saito, K., & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595-633. https://doi. org/10.1111/j.1467-9922.2011.00639.x.
  • Saito, K., & Lyster, R. (2012b). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46(2), 387-398. https://doi. org/10.1002/tesq.25.
  • Saribas, E. (2021). Corrective Feedback in L2 Pronunciation: The Learner Lens. Unpublished MA Thesis, University of Central Florida, Orlando, Florida.
  • Satar, H. M., & Ozdenar, N. (2008). The effects of synchronous SCMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92, 595–613. https://doi.org/10.1111/j.1540-4781.2008.00789.x
  • Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392.
  • Shintani, N. (2016). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study. Computer Assisted Language Learning, 29(3), 517-538.
  • Taşçı, S. (2021). Evaluation of emergency distance language education: Perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(1), 286-300. https://doi.org/10.30783/nevsosbilen.877657
  • Tesnim, O. (2019). Oral corrective feedback and its impact on learners’ speaking skills: Tunisian EFL students as a case study. International Journal of Language and Linguistics, 7(3), 138-149.
  • Van Ha, X., & 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, 1-10
  • Zhu, Y., & Wang, B. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language awareness, 28(2), 139-161.
  • Zohrabi, M., & Behboudnia, N. (2017). The effect of explicit and implicit corrective feedback on segmental word-level pronunciation errors. Applied Research on English Language, 6(2), 237-266
Year 2023, Volume: 13 Issue: 1, 573 - 587, 31.03.2023
https://doi.org/10.30783/nevsosbilen.1230037

Abstract

References

  • Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video‐mediated telecollaboration. The Modern Language Journal, 100(3), 585-609.
  • Alghazo, S. M. (2015). Advanced EFL Learners' Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63-76.
  • Ali, A., & Smith, D. T. (2015). Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy. Issues in Informing Science and Information Technology, 12, 11–20. https://doi.org/10.28945/2174
  • Arroyo, D. C., & Yilmaz, Y. (2018). An open for replication study: The role of feedback timing in synchronous computer‐mediated communication. Language Learning, 68, 942–972.
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
  • Brown, D. (2016). Type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436e458. https://doi.org/10.1177/136216881456320 0.
  • Bryfonski, L., & Ma, X. (2020). Effects of implicit versus explicit corrective feedback on mandarin tone acquisition in a SCMC learning environment. Studies in Second Language Acquisition, 42(1), 61-88.
  • Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second language learners’ and teachers’ perceptions of delayed immediate corrective feedback in an asynchronous online setting an exploratory study. TESL Canada Journal, 37(2), 181-209.
  • Cheung, A. (2021). Language teaching during a pandemic: A case study of zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. https://doi.org/ 10.1177/0033688220981784
  • Corder, S.P. (1967): "The significance of learners' errors", IRAL, 5, 161-169.
  • Darabad, A. M. (2014). Corrective feedback interventions and EFL learners’ pronunciation: A case of–s or–es ending words. International Journal of Learning and Development, 4(1), 40-58.
  • Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual corrective feedback on L2 pronunciation. System, 41(1), 25-37.
  • Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
  • Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 3- 18). New York: Routledge.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. https://doi.org/10.1111/1467-9922.00156
  • Fu, M., & Li, S. (2020). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 44(1), 2-34.
  • Gao, X. (2021). Oral corrective feedback on Mandarin pronunciation in live online classes. In Y. Zhang & X. Gao (Eds.), Frontiers of L2 Chinese Language Education (pp. 90-109). London: Routledge.
  • Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An Introduction (2nd ed., pp. 180-206). New York: Routledge.
  • Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English/ɹ/to Korean adult EFL learners. System, 60, 117-127.
  • Harmer, J. (2007). The practice of English language teaching. 4th ed. England: Pearson Education.
  • Harmer, J. (2008). How to teach English. England: Pearson Education.
  • Huang, X., & Jia, X. O. (2016). Corrective feedback on pronunciation: Students' and teachers' perceptions. International Journal of English Linguistics, 6(6), 245-254.
  • Jenks, C. (2010). Adaptation in online voiced-based chat rooms: Implications for language learning in applied linguistics. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising ’learning’ in applied linguistics (pp. 147–162). Basingstoke, UK: Palgrave Macmillan.
  • Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2012). Preferences for interactional feedback: differences between learners and teachers. Language Learning Journal, 43(1), 74-93. https://doi.org/10.1080/09571736.2012.705571
  • Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220-249.
  • Leasure, A.R., Davis, L., & Thievon, A.L. (2000). Comparison of student outcomes and preferences in a traditional vs. world wide web-based baccalaureate nursing research course. Journal of Nursing Education, 29(4), 149–154.
  • Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35-64.
  • Lee, E. J. (2016). Reducing international graduate students’ language anxiety through oral pronunciation corrections. System, 56, 78-95. https://doi.org/10.1016/j.system.2015.11.006
  • Li, S. (2014). Oral corrective feedback. ELT journal, 68(2), 196-198.
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100, 276–295.
  • Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The modern language journal, 90(4), 536-556.
  • Long, M. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition (pp. 259–278). New York: Annals of the New York Academy of Science.
  • Luquin, M., & Roothooft, H. (2019). The effects of oral corrective feedback and language anxiety on pronunciation development. Elia-Estudios de Lingüística Inglesa Aplicada, 19, 41-69.
  • Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner repair in dyadic interaction. Language Learning, 57(4), 511-548.
  • Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411-452.
  • Nguyen, N. X., & Hung Luu, N. Q. (2021). EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation. International Journal of Science and Management Studies, 4(4), pp. 266–281. https://doi.org/10.51386/25815946/ijsms-v4i4p125
  • Ölmezer-Öztürk, E., & Öztürk, G. (2016). Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students. Novitas-ROYAL (Research on Youth and Language), 10(2), 113-133.
  • Pawlak, M. (2013). The effect of explicit and implicit corrective feedback on eliminating pronunciation errors. In E. Waniek-Klimczak & L. R. Shockey (Eds.), Teaching and researching English accents in native and non-native speakers (pp. 85-101). Springer, Berlin, Heidelberg.
  • Quinn, P. (2014). Delayed versus immediate corrective feedback on orally produced passive errors in English. Unpublished PhD dissertation, University of Toronto, Toronto, Canada.
  • Rassaei, E., Moinzadeh, A., & Youhannaee, M. (2012). Effects of recasts and metalinguistic corrective feedback on the acquisition of implicit and explicit L2 knowledge. The Journal of Language Learning and Teaching, 2(1), 59-75.
  • Saito, K., & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595-633. https://doi. org/10.1111/j.1467-9922.2011.00639.x.
  • Saito, K., & Lyster, R. (2012b). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46(2), 387-398. https://doi. org/10.1002/tesq.25.
  • Saribas, E. (2021). Corrective Feedback in L2 Pronunciation: The Learner Lens. Unpublished MA Thesis, University of Central Florida, Orlando, Florida.
  • Satar, H. M., & Ozdenar, N. (2008). The effects of synchronous SCMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92, 595–613. https://doi.org/10.1111/j.1540-4781.2008.00789.x
  • Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392.
  • Shintani, N. (2016). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study. Computer Assisted Language Learning, 29(3), 517-538.
  • Taşçı, S. (2021). Evaluation of emergency distance language education: Perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(1), 286-300. https://doi.org/10.30783/nevsosbilen.877657
  • Tesnim, O. (2019). Oral corrective feedback and its impact on learners’ speaking skills: Tunisian EFL students as a case study. International Journal of Language and Linguistics, 7(3), 138-149.
  • Van Ha, X., & 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, 1-10
  • Zhu, Y., & Wang, B. (2019). Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language awareness, 28(2), 139-161.
  • Zohrabi, M., & Behboudnia, N. (2017). The effect of explicit and implicit corrective feedback on segmental word-level pronunciation errors. Applied Research on English Language, 6(2), 237-266

THE EFFECT OF DELAYED AND IMMEDIATE ORAL CORRECTIVE FEEDBACK ON L2 PRONUNCIATION IN EMERGENCY DISTANCE EDUCATION

Year 2023, Volume: 13 Issue: 1, 573 - 587, 31.03.2023
https://doi.org/10.30783/nevsosbilen.1230037

Abstract

With the sudden shift to online teaching with COVID-19 in 2020, ELT professionals and EFL learners found themselves in an environment with relatively less interaction, distant from their ordinary classrooms. In such a setting, a critical aspect of language teaching, oral corrective feedback (OCF), has become even more important for both sides. In a context of emergency distance education, this study focuses on the effect of delayed and immediate OCF on Turkish university students’ L2 pronunciation in the scope of a speaking course, and their views on the feedback they received. In this respect, 23 students taking an oral communication skills course through online instruction were monitored for a total of eight weeks and their pronunciation errors throughout the process were recorded. One group received immediate feedback while the other group had delayed, individualized feedback on their pronunciation. A posttest based on these errors was administered online at the end of the process. The results showed a decrease in pronunciation errors for all students, and the difference in the number of errors during and at the end of the semester was statistically significant in both groups. However, the mean difference and the effect size were larger for the group who were exposed to delayed feedback.

References

  • Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video‐mediated telecollaboration. The Modern Language Journal, 100(3), 585-609.
  • Alghazo, S. M. (2015). Advanced EFL Learners' Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63-76.
  • Ali, A., & Smith, D. T. (2015). Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy. Issues in Informing Science and Information Technology, 12, 11–20. https://doi.org/10.28945/2174
  • Arroyo, D. C., & Yilmaz, Y. (2018). An open for replication study: The role of feedback timing in synchronous computer‐mediated communication. Language Learning, 68, 942–972.
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
  • Brown, D. (2016). Type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436e458. https://doi.org/10.1177/136216881456320 0.
  • Bryfonski, L., & Ma, X. (2020). Effects of implicit versus explicit corrective feedback on mandarin tone acquisition in a SCMC learning environment. Studies in Second Language Acquisition, 42(1), 61-88.
  • Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second language learners’ and teachers’ perceptions of delayed immediate corrective feedback in an asynchronous online setting an exploratory study. TESL Canada Journal, 37(2), 181-209.
  • Cheung, A. (2021). Language teaching during a pandemic: A case study of zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. https://doi.org/ 10.1177/0033688220981784
  • Corder, S.P. (1967): "The significance of learners' errors", IRAL, 5, 161-169.
  • Darabad, A. M. (2014). Corrective feedback interventions and EFL learners’ pronunciation: A case of–s or–es ending words. International Journal of Learning and Development, 4(1), 40-58.
  • Dlaska, A., & Krekeler, C. (2013). The short-term effects of individual corrective feedback on L2 pronunciation. System, 41(1), 25-37.
  • Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford: Oxford University Press.
  • Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 3- 18). New York: Routledge.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. https://doi.org/10.1111/1467-9922.00156
  • Fu, M., & Li, S. (2020). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 44(1), 2-34.
  • Gao, X. (2021). Oral corrective feedback on Mandarin pronunciation in live online classes. In Y. Zhang & X. Gao (Eds.), Frontiers of L2 Chinese Language Education (pp. 90-109). London: Routledge.
  • Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An Introduction (2nd ed., pp. 180-206). New York: Routledge.
  • Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English/ɹ/to Korean adult EFL learners. System, 60, 117-127.
  • Harmer, J. (2007). The practice of English language teaching. 4th ed. England: Pearson Education.
  • Harmer, J. (2008). How to teach English. England: Pearson Education.
  • Huang, X., & Jia, X. O. (2016). Corrective feedback on pronunciation: Students' and teachers' perceptions. International Journal of English Linguistics, 6(6), 245-254.
  • Jenks, C. (2010). Adaptation in online voiced-based chat rooms: Implications for language learning in applied linguistics. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising ’learning’ in applied linguistics (pp. 147–162). Basingstoke, UK: Palgrave Macmillan.
  • Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2012). Preferences for interactional feedback: differences between learners and teachers. Language Learning Journal, 43(1), 74-93. https://doi.org/10.1080/09571736.2012.705571
  • Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220-249.
  • Leasure, A.R., Davis, L., & Thievon, A.L. (2000). Comparison of student outcomes and preferences in a traditional vs. world wide web-based baccalaureate nursing research course. Journal of Nursing Education, 29(4), 149–154.
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There are 51 citations in total.

Details

Primary Language English
Journal Section Educational Sciences
Authors

Yusuf Öztürk 0000-0002-1838-6322

Early Pub Date March 28, 2023
Publication Date March 31, 2023
Published in Issue Year 2023 Volume: 13 Issue: 1

Cite

APA Öztürk, Y. (2023). THE EFFECT OF DELAYED AND IMMEDIATE ORAL CORRECTIVE FEEDBACK ON L2 PRONUNCIATION IN EMERGENCY DISTANCE EDUCATION. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(1), 573-587. https://doi.org/10.30783/nevsosbilen.1230037