Investigating teachers' oral corrective feedback and students' uptake of grade 6 Bhutanese primary classroom

การสำรวจการให้ข้อมูลย้อนกลับทางวาจาของครูผู้สอนและการตอบรับการให้ข้อมูลย้อนกลับของนักเรียนชาวภูฏานระดับประถมศึกษาเกรด 6

Name: Tashi Wangchuk

Organization : Payap University. Department of Teaching English to Speak of Other Languages

LCSH: English language -- Study and teaching as a second language -- Bhutan

Classification :.DDC: 428.0071

Abstract: This study investigates the rate of students' uptake on teachers' oral corrective feedback and teachers' and students' perceptions on oral corrective feedback in grade six Bhutanese primary classrooms. OCF consists of 1) explicit correction, 2) recast, 3) clarification request, 4) metalinguistic feedback, 5) elicitation and 6) repetition, whereas students’ uptake consists of 1) repair, 2) needs repair, and 3) no uptake. This study employed a mixed-method research design. Classroom observations and in-depth teacher-student interviews were used to investigate teachers' OCF and students’ uptake, and a semi-structured interview was used to obtain teachers' and students' perspectives on OCF. Convenience sampling was used to select two teachers and 57 students from two classes for observations, and six students willing to participate in an interview were chosen at random. The data were mainly gathered through 20 hours of video recording of classroom observation as well as in-depth teacher-student interviews to capture different types of teachers' OCF and students' uptake. Teachers and students were also interviewed in semi-structured interviews to determine their perceptions toward OCF. All data from classroom observations, in-depth teacher-student interviews, and semi-structured interviews with teachers and students were analyzed using content analysis. According to the first finding from research question one, the teacher used five types of OCF: explicit correction, recast, clarification request, metalinguistic feedback, and repetition, with recast being the most frequently used (60 counts from classroom observations and 23 counts from in-depth teacher student interviews). Grammar and pronunciation errors were the most corrected errors in primary school. Based on the findings of the second research question from teacher and student interviews, both teachers and students highly valued the efficacy of OCF, and teachers were more likely to reconsider and tailor their instructional approaches and strategies for effective teaching and learning. The study findings revealed a high level of student engagement, which resulted in error correction following the teachers' OCF. It is suggested that different classes be experimented on to see if there are any differences in the effects of OCF on students.

Payap University. Central Library

Address: CHIANG MAI

Email: napat_c@payap.ac.th

Name: Sonporn Sirikhan

Role: Advisor

Created: 2023

Modified: 2567-08-20

Issued: 2024-08-20

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: TH. 428.0071 T197I 2023

eng

Spatial: Bhutan

DegreeName: Master of Arts

Level: Master's Degree

Descipline: Teaching English to Speakers of Other Languages

Grantor: Payap University

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