Disertasi

Efl students’ affective issues related to their oral corrective feedback preferences and proficiency levels / Didik Hartono

Abstrak
SUMMARY Hartono Didik. 2023. EFL Students rsquo Affective Issues Related to Their Oral Corrective Feedback Preferences and Proficiency Levels. Doctorate Program in English Language Teaching. Advisors (1) Prof. Utami Widiati M.A. Ph.D (2) Prof. Bambang Yudi Cahyono (3) Dr. Ekaning Dewanti Laksmi M.Pd. M.A. Keywords Affective issues oral corrective feedback oral corrective feedback preferences proficiency level teacher oral corrective feedback Facilitating students in their learning process is at the forefront of a teacher s role. One of the manifestations of this role is helping students notice their errors as Schmidt s (1994) Noticing Hypothesis highlights the ultimate learning when the students are aware of language forms and make uptake on their errors. For this reason corrective feedback is commonly used in language classrooms as it is theoretically and pedagogically significant to facilitate students to recognize their errors. It helps the students to locate their oral errors. To this end the increasing body of evidence suggests that corrective feedback is beneficial and necessary in enhancing students speaking skills. Not all people are happy to obtain feedback including the students. This notion was proven by the findings of the previous studies and as far as Alsolami is concerned in his research (2021) that argued around the dualism of oral corrective feedback. On the positive side the correction helps the students in their learning process but on the other side it also demotivates students in learning to speak if it is not given accordingly. This happens because the feedback lowers the student s self-efficacy and confidence to use the target language. Therefore some procedures should be taken to establish the appropriate correction that leads to the feedback s acceptance or uptake. The teachers should consider the correction techniques dealing with teachers and students viewpoints. In delivering the correction the teachers should consider some aspects such as what error should be corrected when how and the mismatch of their technique compared to students preferences. Meanwhile related to the students aspects the teacher should consider students oral corrective feedback preferences and proficiency level in delivering oral corrective feedback. Based on the rationale the present study is conducted to determine the teacher s corrective feedback and students feedback preferences to find the mismatch between the teacher s technique and students expectations of the correction type. The study also analyzes the impact of corrective feedback on students affective domain. In particular the study also attempts to show the link between students affective issues related to their corrective feedback preferences and proficiency levels. The efforts in this current study are taken to get theoretically and pedagogically proven oral corrective feedback practices. This investigation took the form of mixed-method quantitative and qualitative to gain the benefit of each design. The research data in this study were xi drawn from four main sources field observations a corrective feedback preference questionnaire distributed via Google form student interviews via Zoom an affective issues questionnaire and the iBT speaking test. The data from field observation were used to find the teacher s corrective feedback types and determine the student informants for the interview. On the other hand the questionnaires were used for seeking students corrective feedback preferences and affective issues and the student interviews were used to deepen the information gathered from the questionnaires. In addition the iBT speaking test was used to measure student s proficiency levels. After collecting the data the qualitative data the field observation and the interviews were transcribed sorted and interpreted. The quantitative data were computed in correlational computation to find the correlation coefficient and regression. The computation result was classified and calculated presented in percentages tables or charts. The participants were undergraduate English department students administered in a speaking class. The present study revealed some significant results. The first result was that the lecturer and researcher implemented different corrective feedback types to respond to students errors. To respond to ill-formed utterances the teacher used recast to correct students mispronunciations clarification requests explicit corrections and metalinguistic clues. The findings imply that explicit (input providing) or output-prompting (implicit) are used in the classroom. Similarly the students also have some preferred types of oral corrective feedback. The students perceived explicit correction as the most preferred type followed by metalinguistic clue clarification request repetition and recast. In other words students prefer both explicit (input-providing) and output-prompting (implicit). Based on the result no significant differences were found between the teacher s and students oral corrective feedback preferences. The third result dealing with affective challenges revealed that students who felt worried had low self-efficacy and confidence were embarrassed and felt sorry after receiving correction. Regarding the association between corrective feedback preferences and affective factors the study found that the relationship between student feedback preferences and affective factors was weak. This is indicated by a weak correlation coefficient of 0.0019 with a significant level of alpha 0.9920. Based on these data it can be understood that the relationship between the two variables is low so the alternative hypothesis is rejected and the null hypothesis is accepted. Regarding the association between corrective feedback preferences and affective factors the present study does not find that it links to one another. There is no pattern of a particular type of corrective feedback with affective issues. The last result presented that most students were in high intermediate B2 followed by advanced C2 advanced C1 and low intermediate B1. The same result is also found in calculating the relationship between speaking proficiency and affective factors. It was found that the two variables had a weak relationship (0.1343) with a significant level of alpha 0.4791. This means the alternative hypothesis is rejected and the null hypothesis is accepted. In other words there is no particular pattern between proficiency level and affective factors. Reflecting upon the results the present study hypothesizes that affective issues might be avoided by concerning some factors. Additionally the merits of the xii feedback could be built not only from the teacher s side but also from the students side. The teacher could use humorous words wisely determine the number of the corrections and manner while delivering the corrections. Based on the student s traits the teacher could consider students attributes for instance the preferred corrective feedback and the students voice toward the corrective feedback. In addition although feedback preferences do not contribute significantly to affective factors student preferences must be considered when choosing the right type of feedback. In addition the level of student proficiency can be considered when choosing the type of feedback. Overall it is suggested that the teacher continuously use corrective feedback as most students perceive it positively. However adjustments such as the types and time in delivering oral corrective feedback should be made. It is also suggested that lecturers consider students preferences to establish effective correction and lower affective issues. Jokes can be used as a medium to lower students affective issues and L1 and L2 are also beneficial to clarify the feedback. For further study the effectiveness of each type of corrective feedback could be an interesting and beneficial discussion. In addition lecturers can also make agreements and explanations at the beginning of the lesson indicating that corrective feedback is necessary for learning so there is no need to fear or feel ashamed when the instructors correct their sentences. This is also related to the application of suggestopedia techniques in speaking classes in order to avoid the negative impact of corrective feedback. The present research proposes some theories and hypotheses based on the study s results. The first theory is the Universal Affective Response Theory. This theory posits that all language learners regardless of their language proficiency levels will likely undergo similar emotional challenges such as low self confidence embarrassment and worry when they receive corrective feedback. The theory suggests that these emotional reactions are inherent to the language learning process and not necessarily dependent on the learners proficiency levels. The second theory is the Affective Neutrality of Corrective Feedback Theory. This theory suggests that the type of corrective feedback provided by the lecturer (explicit implicit metalinguistic clues) has a limited impact on the emotional challenges experienced by students. It argues that different feedback types may not significantly influence the emotional responses of learners indicating the relative emotional neutrality of corrective feedback. The third theory is the Student Centered Corrective Feedback Theory. Building on the students preferences for explicit correction and other feedback types this theory argues that effective corrective feedback should be customized to suit individual learners preferences and learning styles. It emphasizes the importance of considering students feedback preferences to establish a supportive learning environment. The fourth theory is the Humor and Affective Issues Theory which examines the role of humor and the use of another foreign language during corrective feedback. It explores how these strategies alleviate emotional challenges and foster a more positive and relaxed learning atmosphere. The fifth theory is the Language Proficiency and Affective Response Theory. This theory explores the weak correlation found between language proficiency and emotional challenges. It delves into whether language xiii proficiency plays a more significant role in other aspects of language learning or how it interacts with emotional factors. The last theory is the Cultural and Contextual Influences on Affective Response Theory. This theory considers the potential impact of cultural and contextual factors on emotional responses to corrective feedback. It investigates how learners from different cultural backgrounds might perceive and react to various feedback types differently.

Informasi Detail

DDC

Rd 420.7 HAR e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xix, 141 lembar: ilus. ; 30 cm

Bahasa

Indonesia

No Reg

00151/RD/23

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2023

Subjek

1. BAHASA INGGRIS - SETUDI DAN PENGAJARAN
2. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.;2. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.;3. Dr. Ekaning Dewanti Laksmi, M.pd, M.a.

Lampiran Berkas