Teacher Development Corrective Feedback: Investigating Japanese Learners' Perceptions more

Sat, Jul 9, 12:55-13:20 Asia/Tokyo

Issues surrounding corrective feedback (CF) pose many questions for language teachers, including how often to give such feedback, how explicit to make it, and how closely student expectations in relation to CF align with what is pedagogically sound (Li, 2010). A small-scale study (N = 50) was conducted with the aim of gathering both quantitative and qualitative data on Japanese learners' views on CF to compare that data with what the literature has shown to be effective. The quantitative stage involved adult learners indicating their level of agreement with statements about CF on a five-point scale. In the qualitative stage, participants were first given a short English lesson, together with oral CF treatment according to the preferences they had expressed in the survey, before being interviewed on their views in more detail. Following a brief overview of CF literature, the rationale and study methodology will be explained with the data gathered compared to what previous studies have found. Finally, certain key issues raised in the qualitative section of the study will be discussed in greater detail, including issues conference participants may wish to reflect on in their own practice, as well as suggestions for possible future research in this area.