The Effect of Explicit Feedback in Oral Performance in Use of Past Tense

Year 2019, Volume: 6 Issue: 2, 35 - 42, 27.11.2019

Kübra Şendoğan Mukaddes Çoban Dilay İşık Kirişci Simay Uluscu Mustafa Polat

https://doi.org/10.33710/sduijes.593790

Abstract

The correction of grammar was said not to be
facilitating in the language learning process by some researchers, including
Krashen (1982, 1985) because it might affect learners negatively. However, the
feedback has been studied in terms of its influence on language acquisition,
and many studies point the positive effect of feedback on language learning
(Ellis, Loewen, & Erlam, 2006; Khanlarzadeh & Nemati, 2016; Russel
& Spada, 2006). Concordantly, this study examined the effect of corrective
feedback on performance in speaking tasks targeting the use of simple past
tense. Since many studies on corrective feedback (CF) focused on feedback on
writing, especially in regard to grammatical errors, the present study aimed to
contribute to the existing prose with the focus of oral performance and
speaking. The participants were first-year students at a private university in
Istanbul. Since intact classrooms were used to create samples, a
quasi-experimental design was applied. A pre-test was applied to identify their
current competence of the target topic in terms of oral production. The control
and experimental groups were assigned randomly. The experimental group received
explicit feedback, while the control group was not exposed to any kind of
feedback. Verbal feedback was provided with regard to grammatical error
correction. Pre-test and post-test results of control and experimental groups
which were examined indicated that the experimental group receiving feedback
for six weeks outperformed the control group. Based on this finding, corrective
feedback can be considered as a facilitating tool for speaking activities with
a grammar focus.

Keywords

corrective feedback, oral performance, explicit feed, past simple

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