A implementação de feedback corretivo on-line assíncrono eficaz na produção oral de alunos de inglês como língua estrangeira em aulas orais de universidades virtuais
DOI:
https://doi.org/10.22458/ie.v25i39.4580Palavras-chave:
Feedback, Aprendizagem on-line, Ensino de segundo idioma, Conversação, Estudante universitárioResumo
O principal objetivo do presente projeto de pesquisa é identificar a eficácia do feedback corretivo assíncrono na produção oral de estudantes universitários que fazem um curso de inglês on-line integrado como parte de seu programa de estudos. Todos os instrumentos de pesquisa e o método de feedback corretivo proposto foram aplicados na seção de fala do curso, com duração de dezesseis semanas. O estudo seguiu um projeto de métodos mistos, em que os dados qualitativos foram coletados por meio de uma escala de análise da fala, enquanto os dados quantitativos foram coletados por meio de um questionário sobre as preferências dos alunos em relação ao feedback corretivo nas aulas de inglês oral. Um teste oral inicial e um final foram usados como pré-teste e pós-teste, respectivamente, para medir o nível de aprimoramento após a fase de intervenção. Em oposição à posição de Nunan (1992) sobre o uso de feedback positivo em vez de feedback corretivo, o presente projeto baseou-se na concepção de que as reações e reflexões dos instrutores sobre formas incorretas do idioma-alvo são uma parte crucial de todo o espectro do aprendizado de idiomas. Foram encontrados resultados muito interessantes: primeiro, para os dois principais tipos de erros analisados no estudo (gramática e vocabulário e pronúncia), houve uma diminuição na quantidade ao comparar os resultados do teste inicial com os do teste final, o que representa que os alunos cometeram 10% menos erros no teste final. Não é de surpreender que os alunos tenham sido unânimes em favorecer o uso de feedback corretivo nas aulas de idiomas. No entanto, não foi encontrada nenhuma diferença importante nas preferências pelos tipos de feedback corretivo, síncrono ou assíncrono.
Referências
Ananda, D., Febriyanti, E., Yamin, M. & Mu’in, F. (2017). Students’ Preferences toward Oral Corrective Feedback in Speaking Class at English Department of Lambung Mangkurat University Academic Year 2015/2016. Theory and Practice in Language Studies, 7(3), 176-186. http://dx.doi.org/10.17507/tpls.0703.03
Bower, J. (2011). Negotiation of Meaning and Corrective Feedback in Japanese/English eTANDEM. Language Learning & Technology, 15(1), 41–71. https://eric.ed.gov/?id=EJ946175
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.
Chin, G. (2008). Pedagogies Proving Krashen’s Theory of Affective Filter. Hwa Kang Journal of English Language & Literature, 14,113-131. https://files.eric.ed.gov/fulltext/ED503681.pdf
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge
Darmawan, Dewi, A., Mashuri, & Setiana, S. (2020). Teaching Speaking with Communicative Language Teaching (CLT) Approach. Journal of Physics: Conference Series, 1-5. https://bit.ly/3nkgbMZ
Dashtestani, R. (2014). English as a Foreign Language Teachers’ Perspectives on Implementing Online Instruction in the Iranian EFL Context. Research in Learning Technology, 22, 1-15. http://dx.doi.org/10.3402/rlt.v22.20142
Dihoff, R., Brosvic, G., Epstein, M. & Cook, M. (2004). Provision of Feedback During Preparation for Academic Testing: Learning is Enhanced by Immediate but Not Delayed Feedback. The Psychological Record, 54, 207-231.
Ellis, R. (2002). The Methodology of Task-Based Teaching. Asian EFL Journal, 11(5), 6-23. http://bit.ly/42YbIjn
Ellis, R. (2013). Corrective feedback in teacher guides and SLA. Iranian Journal of Language Teaching Research 1(3), 1-18. https://files.eric.ed.gov/fulltext/EJ1127401.pdf
Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar. SSLA, 28, 339–368. http://bit.ly/3MbPe8B
Ellis, R. & Sheen, Y. (2006). Reexamining the Role of Recasts in Second Language Acquisition. SSLA, 28, 575–600. http://bit.ly/430Vbv1
Faqeih, H. (2015). Learners’ Attitudes towards Corrective Feedback. Procedia - Social and Behavioral Sciences, 192. 664-671. http://dx.doi.org/10.1016/j.sbspro.2015.06.101
Fanselow, J. (1977). The treatment of error in oral work. Foreign Language Annals, 10, 583–593. https://doi.org/10.1111/j.1944-9720.1977.tb03035.x
González, D. (2017). Ambientes colaborativos virtuales para el aprendizaje individual. Actualidades Investigativas en Educación,17(2),1-29. http://dx.doi.org/10.15517/aie.v17i1.28092
González, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja, C. Calle & P. Rodríguez (Eds.), New perspectives on teaching and working with languages in the digital era. (pp. 51-61) http://dx.doi.org/10.14705/rpnet.2016.tislid2014.9781908416353
Hoa, P. (2007). Communicative language teaching: Unity within Diversity. ELT Journal, 61(3), 193-201. https://bit.ly/3MjtTKi
Kabir, S. M. (2016). Methods of Data Collection. In S. M. Kabir (Ed.). Basic Guidelines for Research: An Introductory Approach for All Disciplines (201-275), Bangladesh: Book Zone Publication https://bit.ly/3Gdc5g6
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall International. http://www.sdkrashen.com/content/books/principles_and_practice.pdf
Krashen, S. (1977). Some issues relating to the monitor model. In Brown, H; Yorio, Carlos; Crymes, Ruth (Eds.), Teaching and learning English as a Second Language: Trends in Research and Practice: On TESOL '77: Selected Papers from the Eleventh Annual Convention of Teachers of English to Speakers of Other Languages. (pp. 144–158). https://eric.ed.gov/?q=discourse+analysis&pg=1587&id=ED187115
Lee, A. & Lyster, R. (2023). The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French. Language Awareness, 32(1) 1-22. https://doi.org/10.1080/09658416.2022.2149762
Lizcano, A., Barboza, J. & Villamizar, J. (2017). Aprendizaje colaborativo con apoyo en TIC: concepto, metodología y recursos. Revista Internacional de Investigación en Educación, 12 (24), 5-24. https://doi.org/10.11144/Javeriana.m12-24.acat
Lyster, R. (1998). Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms. Language Learning, 48(2), 183-218. https://doi.org/10.1111/1467-9922.00039
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Negotiation of Form in Communicative Classrooms. SSLA, 20, 37–66. https://bit.ly/3Ku18cw
MacDonald, P., García, A. & Carot, J. (2013). Computer Learner Corpora: Analysing Interlanguage Errors in Synchronous and Asynchronous Communication. Language Learning & Technology, June 2013, 17(2). 36–56. http://llt.msu.edu/issues/june2013/macdonaldetal.pdf
Mousavi, K. & Gorjian, B. (2018). Using Error Correction in Teaching Oral Production to Iranian EFL Learners. Journal of Applied Linguistics and Language Learning, 4(2),21-29. http://article.sapub.org/10.5923.j.jalll.20180402.01.html
Nunan, D. (1992). Research Methods in Language Learning. New York: Cambridge University Press. https://bit.ly/3K7m0VB
Quinn, P. (2014). Delayed versus immediate corrective feedback on orally produced passive errors in English. [Doctoral thesis, University of Toronto]. https://hdl.handle.net/1807/65728
Richards, J. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf
Richards, J. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. Harlow, England: Pearson. https://doi.org/10.4324/9781315833835
Saptura, J. & Wargianto (2015). Communicative Language Teaching: Changing Students’ Speaking Skill. Premise Journal, 4(1), 1-14. https://doi.org/10.24127/pj.v4i1.277
Shabani, K. & Safari, F. (2016). Immediate vs Delayed Correction Feedback (CF) and Accuracy of Oral Production: The Role of Anxiety. Theory and Practice in Language Studies, 6(11), 2222-2230. DOI: http://dx.doi.org/10.17507/tpls.0611.21
Sheen, Y. & Ellis, R. (2011). Corrective Feedback in Language Teaching. In Hinkel, E. (Eds.), Handbook of Research in Second Language Teaching and Learning (pp. 593-610). Routledge. http//10.4324/9780203836507.ch36
Samburskiy, D. & Quah, J. (2014). Corrective Feedback in Asynchronous Online Interaction: Developing Novice Online Language Instructors. CALICO Journal, 31(2), 158-178. https://www.jstor.org/stable/pdf/calicojournal.31.2.158.pdf
Savignon, S. J. 2002. Communicative Curriculum Design for the 21st Century. English Teaching Forum, 2–7. https://americanenglish.state.gov/files/ae/resource_files/02-40-1-c.pdf
Saza, I. (2016). Estrategias Didácticas en Tecnologías Web para Ambienes Virtuales de Aprendizaje. Praxis, 12, 103-110. http://dx.doi.org/10.21676/23897856.1851
Shanthi, A., Wah, L. & Lajium, D. (2015). Discourse Analysis as a Qualitative Approach to Study Information Sharing Practice in Malaysian Board Forums. International Journal on E-Learning Practices (IJELP), 2, 159-169. https://bit.ly/3U3dFqA
Touchie, H. (1986). Second Language Learning Errors Their Types, Causes, and Treatment. JALT Journal, 8, 75-80. http://bit.ly/3nLRetS
Vega, S., Pulido, M. & Ruiz, N. (2017). Teaching English as a Second Language at a University in Colombia That Uses Virtual Environments: A Case Study. Revista Electrónica Educare, 21(3), 1-21. http://dx.doi.org/10.15359/ree.21-3.9
Vinagre, M. & Muñoz, B. (2011). Computer-Mediated Corrective Feedback and Language Accuracy in Telecollaborative Exchanges. Language Learning & Technology,15(1), 72–103. http://llt.msu.edu/issues/february2011/vinagremunoz.pdf
Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207-212). Cambridge University Press. http://education.uci.edu/uploads/7/2/7/6/72769947/online_communication.pdf
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2023 Innovaciones Educativas
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.