1 / 14

Oral Feedback in Classroom SLA

Oral Feedback in Classroom SLA. By Roy Lyster and Kazuya Saito. The Study. Meta-analysis of 15 published studies on corrective feedback. Classroom-based studies only (as opposed to lab-based) Factor for consideration: Types of corrective feedback Outcome measures Instructional setting

joshua-finley
Download Presentation

Oral Feedback in Classroom SLA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Oral Feedback in Classroom SLA By Roy Lyster and Kazuya Saito

  2. The Study • Meta-analysis of 15 published studies on corrective feedback. • Classroom-based studies only (as opposed to lab-based) • Factor for consideration: • Types of corrective feedback • Outcome measures • Instructional setting • Treatment length • Learner age

  3. Types of Corrective Feedback • Prompts can includemetalinguistic clues, clarifications requests, repetition

  4. Types of Corrective Feedback PROMPTS REFORMULATIONS

  5. Findings about Types of Corrective Feedback

  6. Outcome Measures • 4 different types:

  7. Findings about Outcome Measures

  8. Durability • Measure of the effectiveness of corrective feedback from immediate to delayed posttests (outcome measures) • Immediate = within 1 week • Delayed = after 2 weeks and up to 6 weeks

  9. Instructional Setting

  10. Length of Treatment • Brief treatments = less than 1 hr • Short treatments = 1-2 hrs • Medium treatments = 3-6 hrs • Long treatments = 7+ hrs

  11. Age Factors • Child learners – Elementary (10-12 yrs old) • Young adult learners – End of high school/college (17-20 yrs old) • Adult learners- language school/community college (ESL) (~23 yrs old) • Knowledge going into the study: • older students: higher expectations for and encouraged to take more risks • Younger students: given more structure so less opportunity for mistakes.

  12. Age Factors

  13. Take away • Corrective Feedback has a significant impact on student learning • Prompting is the most effective feedback • Free constructed-response are the most effective assessment • Corrective feedback has more impact on younger learners • The study was limited so all information should be interpreted with caution, however, the findings are sufficient for use in a classroom and to guide future studies.

More Related