Ha Xuan Van, Nguyen Loc Tan, Hung Bui Phu
Department of Foreign Languages, Ha Tinh University, Ha Tinh, Viet Nam.
School of Foreign Languages, University of Economics Ho Chi Minh City, Ho Chi Minh City, Viet Nam.
Heliyon. 2021 Jul 12;7(7):e07550. doi: 10.1016/j.heliyon.2021.e07550. eCollection 2021 Jul.
Oral corrective feedback, a key topic in second language pedagogy and research in applied linguistics and second language acquisition, has widely been investigated for the past two decades. However, the relationship between teachers' and students' beliefs about oral corrective feedback has been relatively underexplored. The current study extends this line of research by examining the extent to which Vietnamese English as a foreign language teachers' and students' beliefs concerning the importance, types, and timing of feedback are aligned. The data consisted of questionnaires with 250 students, interviews with 15 of those who completed the questionnaires, and interviews with 24 teachers at four public secondary schools in Vietnam. The findings showed some matches and mismatches between the teachers' and students' beliefs. Both the teachers and students highly valued the efficacy of feedback and were positive about explicit feedback types such as explicit corrections and metalinguistic feedback. Regarding feedback timing, the students preferred immediate feedback while the teachers expressed their concerns about the students' emotional state and the possibility of disruption of immediate feedback on the flow of students' speech. The findings are interpreted in relation to sociocultural factors, contextual factors, and teachers' and students' experiences. Implications for language teachers, teacher educators, and professional development program designers are discussed.
口头纠正性反馈是第二语言教学以及应用语言学和第二语言习得研究中的一个关键话题，在过去二十年中受到了广泛研究。然而，教师和学生对于口头纠正性反馈的看法之间的关系相对较少被探讨。当前的研究通过考察越南英语作为外语的教师和学生在反馈的重要性、类型和时机方面的看法一致程度，扩展了这一研究领域。数据包括对250名学生的问卷调查、对其中15名完成问卷的学生的访谈，以及对越南四所公立中学的24名教师的访谈。研究结果显示了教师和学生看法之间的一些匹配和不匹配之处。教师和学生都高度重视反馈的效果，并且对明确的反馈类型如明确纠正和元语言反馈持积极态度。关于反馈时机，学生更喜欢即时反馈，而教师则表达了他们对学生情绪状态以及即时反馈可能打断学生话语流畅性的担忧。研究结果结合社会文化因素、情境因素以及教师和学生的经历进行了解释。讨论了对语言教师、教师教育工作者和专业发展项目设计者的启示。
