The Effect of Recast, Clarification and Repetition and Learner Uptake during Chatting
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The study investigates the effects of different types of feedback. Within the EFL environment in Korea, chatting is used as a communication tool between high-level Korean English speakers and low-level Korean English learners. High-level English speakers who have studied English in America more than three years are trained to intentionally give different types of feedback. Low-level learners who do not have any experience in the English country are selected from one of the same classes as the high-level Korean English speakers. To avoid using computer skills, participants have pilot sessions to train using computers. Also, common topics which are hobbies, school life and friends are chosen to communicate for reducing anxiety of using English. The low-level English learners receive the different types of feedback from the high-level English speakers. Students are given three different types of feedback to correct their errors. The feedback does not connect to the students' learning because the students do not recognize the corrective feedback when it is presented. The feedback that used in the study is provided implicitly to the low-level learners. When the corrective feedback is given, students ignore it. If learners can not recognize their errors, it is hard to fix their errors. Even though chatting can not be used as the learning tool from the study, it is a useful tool to give opportunity to produce English considering EFL environment.
Abstract
The study investigates the effects of different types of feedback. Within the EFL environment in Korea, chatting is used as a communication tool between high-level Korean English speakers and low-level Korean English learners. High-level English speakers who have studied English in America more than three years are trained to intentionally give different types of feedback. Low-level learners who do not have any experience in the English country are selected from one of the same classes as the high-level Korean English speakers. To avoid using computer skills, participants have pilot sessions to train using computers. Also, common topics which are hobbies, school life and friends are chosen to communicate for reducing anxiety of using English. The low-level English learners receive the different types of feedback from the high-level English speakers. Students are given three different types of feedback to correct their errors. The feedback does not connect to the students' learning because the students do not recognize the corrective feedback when it is presented. The feedback that used in the study is provided implicitly to the low-level learners. When the corrective feedback is given, students ignore it. If learners can not recognize their errors, it is hard to fix their errors. Even though chatting can not be used as the learning tool from the study, it is a useful tool to give opportunity to produce English considering EFL environment.
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