Akademik Veri Yönetim Sistemi
EAPRIL, Belfast, İngiltere, 21 - 24 Kasım 2023, (Yayınlanmadı)
Corrective
feedback is a vital part of education including English language teaching. In
order to prevent fossilization, different types of feedback, both written and
oral, should be given to learners depending on their age. Although there are
different perspectives on which type of feedback (e.g., implicit, explicit, or
metalinguistic) is more useful, metalinguistic oral corrective feedback (MOCF)
is one of the ways to engage learners in the feedback session cognitively;
therefore, it has a substantial impact on learner psychology. MOCF is mainly
framed through cognitive theory (Demir & Özmen, 2017); in the case of error
correction, MOCF is given after learners’ errors to lead learners to use their
cognitions to comprehend the explanation of their incorrect utterances (Shintani & Ellis, 2013). Although
many foreign language learners make errors, which are required to be corrected
to facilitate learning, during the production of their target language, the
correction of errors by student teachers, who study English Language Teaching
at education faculties, is substantial; moreover, the fact that student
teachers are cognitively aware of their errors and how to form accurate
utterances/sentences raises the importance of cognition in oral correction for
students who are to teach a foreign language teachers. Moreover, Sepehrinia,
& Mehdizadeh (2018) highlighted the place of cognition in corrective
feedback by mentioning the factors affecting how learners perceive error
correction feedback; some of these factors are “higher proficiency level, analytical ability and working memory
in learners’ use of feedback” (p. 484).
Although there are many ways of oral error
correction such as recast, explicit correction, clarification request,
elicitation, and repetition (Ölmezer-Öztürk, 2019, p. 220), metalinguistic oral
corrective feedback will be the main focus of this study because it aims to
study with student teachers whose majors are English Language Teaching in terms
of its impacts on their self-efficacy; therefore, identifying the reason why
such a correction is made by instructors as a result of their error, which also
refers to cognition, is an important outcome of a future teacher. According to
Ölmezer-Öztürk (2019), metalinguistic oral corrective feedback is defined as a
type of feedback that “gives technical linguistic information about the error
without explicitly providing the correct answer” (p. 220). Shintani and Ellis
(2013) suggested that MOCF is related to “consciousness-raising” (p. 290);
thus, it has a more substantive impact on learners compared to other corrective
feedback types. MOCF affects not only learners’ achievement of improving
communicative competence including grammar competence but also the
psychological factors such as motivation, attitude, or self-efficacy, which it
is the main concern of this study.
Moreover, self-efficacy which is defined by
Bandura (1982) as “s a generative capability in which component cognitive,
social, and behavioral skills” (p. 122) is a combination of several factors
affected by the context, in a foreign language classroom context in which
learners interact with each other, they are required to be cognitively active,
and they are expected to fulfill some tasks/actions, in our case. On top of Ravandpour’s
statement, self-efficacy may also improve professional development. Since there
is a mutual relationship between professional development and self-efficacy, it
is a necessity for researchers to investigate the points improving or weakening
the professional development of student teachers who are to be professional ELT
practitioners, such as oral corrective feedback.
In
this study, if student teachers’ self-efficacy is affected by metalinguistic
oral corrective feedback, and requires an explanation related to the reason for
another linguistic item including morphology, phonology, and grammar must be
replaced with the one uttered by the speaker (Sepehrinia & Mehdizadeh,
2018) will be investigated. Moreover, if there is an impact, it will also be
investigated how student teachers’ self-efficacy is affected by metalinguistic
oral corrective feedback by touching on two main sub-categories which are
gender and grade.
1. This current multiple case study is planned by using a qualitative method. The qualitative data will be collected via a semi-structured interview modified from the questionnaire from Bandura after MOCF is given as a result of the errors in the accuracy of grammar and vocabulary usage during oral production. The presentations which will be done by the student teachers (n=10) studying in the English Language Department at a state university in Turkey. There will be 5 presentations, 2 MOCF sessions, and 2 interviews with the participants to discover if there is an impact of metalinguistic oral corrective feedback on participants’ self-efficacy, and what kind of impacts it has depending on the gender and the grade of the participants. The data will be analyzed through content analysis.
In
the literature it is discussed that individuals’ responses to feedback may
depend on the cross-cultural influence (Stone-Romero & Stone, 2002).
Therefore, I aim to find other academics working in the field of English
Language Teaching (ELT) in different countries or English as a Foreign Language
(EFL) to investigate and compare the impacts of MOCF on self-efficacy cross-culturally.