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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2014 > Volume 2 Number 1 > 1. Sen Zhang (Corresponding Author); 2. Monta Chatupote

Feedback Used in Classrooms with Native English and Non-Native English Teachers

1. Sen Zhang (Corresponding Author); 2. Monta Chatupote
1. M.A. student, Department of Languages and Linguistics, Faculty of Liberal Arts Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand; 2. Assoc. Prof. Dr., Department of Languages and Linguistics, Faculty of Liberal Arts Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand
Abstract :
Based on Lyster and Ranta (1997), this current study made a comparison between native and 
non-native English speaking teachers’ corrective feedback to students’ errors, and also 
between different teachers’ feedback types and students’ uptake. The database consisted of 
738 minutes’ or 12.3 hours’ classroom observation, including two types of teachers, six types 
of corrective feedback and two types of student uptake. Results showed that recast was the 
most frequently used feedback type across all the teachers, which simultaneously led to low 
rate of learner repairs; non-native English speaking teachers provided overwhelmingly more 
feedback than native teachers, and they tended to use more recast; both native and non-native 
teachers preferred to use varied kind of feedback at similar distribution which might suggest 
that corrective feedback did not necessarily rely on teacher types with students of the same 
proficiency level; elicitation tended to be the most effective feedback type in both native and 
non-native teachers’ class, which might indicate that feedback types which can trigger 
negotiation of form were effective no matter what types of teachers use them. The results 
suggested that teachers should avoid using recast and opt for elicitation for more effective 
learning.
Keywords :
Native and Non-native English Teachers, Corrective Feedback, Feedback Effectiveness

Date Deposited : 28 Apr 2014 10:59

Last Modified : 28 Apr 2014 10:59

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/5347/4289

Volume 2, Number 1, - 2014 , ISSN 2325-0887

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