The frequency of oral corrective feedback differs across instructional contexts¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Research reviewed by the authors reveals that the frequency of oral corrective feedback varies across instructional contexts. → Roy Lyster 2013

Evidence¶

Roy Lyster 2013¶

Roy Lyster, Kazuya Saito, and Masatoshi Sato. (2013). Oral corrective feedback in second language classrooms. Language Teaching, Volume 46, Issue 1. https://doi.org/10.1017/S0261444812000365

q2 · i? · review · r?

The review presents results of research on "CF frequency across instructional contexts", synthesizing observational classroom studies of how often teachers provide corrective feedback. No specific frequency figures are given in the reviewed abstract-level statement.

"Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented."

Discussion¶

Related Claims¶

• Learners prefer receiving corrective feedback more than teachers feel they should provide it — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
• College EFL instructors in a Mexican case study showed more positive attitudes towards implicit oral corrective feedback strategies (recast, body language) than explicit ones — related
• Theoretical perspectives support corrective feedback while contentious issues remain about uptake, instruction, and CF's purpose — related
• Learner repair following feedback differed by setting: prompts yielded the largest proportion of repair in French immersion, recasts in Japanese immersion — a narrower finding that bears on this claim
• Recasts were provided more predominantly than prompts and explicit correction in both French immersion and Japanese immersion elementary classrooms — related
• The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction — a narrower finding that bears on this claim
• Laboratory and classroom studies assess the effects of recasts and different CF types differentially — related