Learners prefer receiving corrective feedback more than teachers feel they should provide it¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across preference research, learners tend to prefer receiving corrective feedback more than teachers feel they should provide it. → 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 synthesizes questionnaire and perception studies comparing learner and teacher preferences for error correction, reporting "a tendency for learners to prefer receiving CF more than teachers feel they should provide it". The mismatch is characterized as a tendency, not a universal finding.
"Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it."
Discussion¶
Related Claims¶
- The frequency of oral corrective feedback differs across instructional contexts — related
- Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components — 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
- Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students — related
- EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
- Unprompted self-correction dominates negative feedback in NNS-NNS CMC interaction, interpreted as a face-saving preference — related
- Theoretical perspectives support corrective feedback while contentious issues remain about uptake, instruction, and CF's purpose — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learners-prefer-cf-more-than-teachers-provide |
title |
Learners prefer receiving corrective feedback more than teachers feel they should provide it |
description |
Learners prefer receiving corrective feedback more than teachers feel they should provide it |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — roy-lyster-2013 |
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