Explicit Corrective Feedback Training to University Students in Peer Interaction

抄録

One language teaching technique, Corrective Feedback (CF) has been defined as an instructional reaction to learners’ problematic utterances. As plenty of research shows its effectiveness in second language (L2) development, the idea of teaching peer corrective feedback to L2 learners (i.e., CF training) has been considered as a way to expand the students’ learning opportunities. This current study demonstrates how beneficial CF training could be provided to L2 learners. Twenty-four students majoring in Foreign Languages in a private university participated in the study and were divided into two groups: the experimental group with CF training (EX) and the control group without CF training (CO). The students in the EX group went through two stages based on Sato & Lyster’s (2012) study: the modeling stage and the practice stage. The results revealed that the majority of the students in the EX group were successfully able to give CF (i.e., recasts and prompts) to their partner and also properly responded to the CF provided. CF training may have the potential to increase and expand students’ learning opportunities by improving their language awareness when they have peer interactional activity and, thereby, contributing to their L2 development.