An Investigation of the Perceptions and Beliefs about Oral Corrective Feedback and Different Learning Styles of Taiwanese University Students PDF Download
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Author: Chen Yeh
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
English is considered one of the essential skills in this fast-paced world. Taiwanese English proficiency has become increasingly important for making comprehensive global connections. Taiwan's university and college regulations require first-year students to take an English Lab Class to develop their listening and speaking skills. In most cases, students are concerned that they will make mistakes when speaking English. Several researchers have proposed integrating Corrective Feedback (CF) into the teaching process in order to resolve this dilemma. The learning process is complex, and each individual will benefit from it differently, depending on gender, race, environment, personality, and learning style. For decades, the learning style has been one of the factors that have attracted attention. However, more research needs to be conducted regarding the relationship between oral CF and the perception of students with different learning styles. The present study examines the perceptions and beliefs of students with different learning styles regarding oral CF. The study involved 501 students from ten English Lab Classes at a private university in northern Taiwan. To identify factors contributing to the relationship between learning styles and CF preferences, a mixed-methods sequential explanatory study was conducted on 501 English Lab students. Following this, six individuals were explicitly selected for qualitative case study analysis in order to explore these results in more detail. The study's results revealed no significant differences between students' learning styles and their disciplines; however, there were statistically significant differences between genders regarding learning styles. Different disciplines exhibited significant differences in terms of the types of errors to be corrected, the preferred types of oral CF, and the comprehensive questionnaire. A significant difference has been found between genders in the effectiveness of oral CF, the types of errors that should be corrected, perceptions, and the preferred oral CF types. Further analysis revealed only a negative correlation between converging learning styles and the effectiveness of oral CF preferences. The oral CF was rated positively by participants in general. Participants rated oral CF positively for its benefits, such as improving their English abilities, increasing their oral fluency, and raising their interest in English. Those who preferred explicit corrections believed that this form of correction was more precise and intuitive. In contrast, those who preferred implicit corrections believed that this form of correction provided more opportunities for reflection. By creating an environment that is supportive and encouraging, teachers can effectively provide feedback to students, and can effectively guide their students towards improved learning outcomes by actively engaging with their progress and providing oral CF on a timely and personal basis.
Author: Chen Yeh
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
English is considered one of the essential skills in this fast-paced world. Taiwanese English proficiency has become increasingly important for making comprehensive global connections. Taiwan's university and college regulations require first-year students to take an English Lab Class to develop their listening and speaking skills. In most cases, students are concerned that they will make mistakes when speaking English. Several researchers have proposed integrating Corrective Feedback (CF) into the teaching process in order to resolve this dilemma. The learning process is complex, and each individual will benefit from it differently, depending on gender, race, environment, personality, and learning style. For decades, the learning style has been one of the factors that have attracted attention. However, more research needs to be conducted regarding the relationship between oral CF and the perception of students with different learning styles. The present study examines the perceptions and beliefs of students with different learning styles regarding oral CF. The study involved 501 students from ten English Lab Classes at a private university in northern Taiwan. To identify factors contributing to the relationship between learning styles and CF preferences, a mixed-methods sequential explanatory study was conducted on 501 English Lab students. Following this, six individuals were explicitly selected for qualitative case study analysis in order to explore these results in more detail. The study's results revealed no significant differences between students' learning styles and their disciplines; however, there were statistically significant differences between genders regarding learning styles. Different disciplines exhibited significant differences in terms of the types of errors to be corrected, the preferred types of oral CF, and the comprehensive questionnaire. A significant difference has been found between genders in the effectiveness of oral CF, the types of errors that should be corrected, perceptions, and the preferred oral CF types. Further analysis revealed only a negative correlation between converging learning styles and the effectiveness of oral CF preferences. The oral CF was rated positively by participants in general. Participants rated oral CF positively for its benefits, such as improving their English abilities, increasing their oral fluency, and raising their interest in English. Those who preferred explicit corrections believed that this form of correction was more precise and intuitive. In contrast, those who preferred implicit corrections believed that this form of correction provided more opportunities for reflection. By creating an environment that is supportive and encouraging, teachers can effectively provide feedback to students, and can effectively guide their students towards improved learning outcomes by actively engaging with their progress and providing oral CF on a timely and personal basis.
Author: Francis Mou-Te Chang
Publisher:
ISBN: 9780542674013
Category : Education, Higher
Languages : en
Pages : 382
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Book Description
This study identified the perceptions of undergraduate student acceptance, satisfaction and attitudes toward using multimedia-based instruction in central Taiwan. In completing this research, the researcher developed a questionnaire called "The Undergraduate Student Perceptions of Multimedia-Based Instruction." The questionnaire was based on the Technology Acceptance Model (TAM) developed by Fred D. Davis in 1986. The research surveyed 478 participants. The major findings indicated the following: learning styles of students and acceptance of multimedia-based instruction were the most important variables among the eight variables surveyed; ease of learning, consistency, perception, support, acceptance, learning styles, attitudes, and satisfaction. Additionally, respondents indicated that the differences of the type of institution from which they came (institutional characteristics) did not affect acceptance or satisfaction significantly. Another important finding was that respondents' major significantly affected their response to ease of learning but not attitudes. Also respondents indicated that institutional characteristics and first time to take a multimedia-based course significantly and positively affected acceptance of multimedia-based instruction. The last important finding was that the type of institution from which a student came and major were significant in relation to learning styles and acceptance of multimedia-based instruction. It is recommended that additional research be conducted at a national level with the participants of faculty members as well as graduate students where the results would be generalized to each country (or state or province) and would have more precise information to make interpretations. It is also recommended that other variables such as participants' participation in online discussion, the efficiency and influences of the instructional system be studied further. Additionally, the relationships between variables and other issues of multimedia-based instruction such as participants' motivation and performance can be a further study. Finally, qualitative research methods used to collect data of participants' experiences with different learning styles could provide more insight and useful information. Sharable Content Object Reference Model (SCORM) has become one of the important standards of courseware format and platform development in distance learning. Instructional designers and faculties may adapt SCORM and make multimedia-based instruction as importance as traditional campus-based learning.
Author: Zhixin Dong
Publisher:
ISBN:
Category : Chinese language
Languages : en
Pages : 53
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Book Description
This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
Author: Hossein Nassaji
Publisher: Cambridge University Press
ISBN: 110866203X
Category : Language Arts & Disciplines
Languages : en
Pages : 979
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Book Description
Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Ya-Ching Chang
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Book Description
The study was conducted to investigate Taiwanese junior high school students' perceptions of their teachers' teaching styles and the students' own use of learning strategies and to determine if there was a significant relationship between perceived teaching style and learning strategy use. The data for this study were gathered from a sample of 95 junior high school students enrolled in four Chinese language classes at Yuanlin Junior high school. The students completed the Junior High School Teacher's Teaching Style Questionnaire and the Taiwanese version of the Motivated Strategies for Learning Questionnaire. The findings from this study led to the following conclusions: (1) the students preferred to use learning strategies that enabled them to use time well and choose environments conducive to learning. Moreover, they preferred to seek assistance from their teachers or classmates when encountering learning difficulties; (2) gender differences in learning strategy use were not significant. Among nine learning strategies, male and female students both exhibited more use of strategies for Effort Management, Help-seeking, and Time and Study Management; (3) the dominant teaching style, as perceived by the students, was indifference; (4) the results revealed that there were no significant relationships between students' perceptions of teaching styles and learning strategy use.
Author: Hsin-Tzu (Tommy) Chen
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838321035
Category : Academic achievement
Languages : en
Pages : 196
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Book Description
This researcher examined the differences in learning- style preferences of 704 11- and 12-year-old female and male Taiwanese adolescents and then determined whether their learning styles correlated with their mathematic- or reading-test scores by age, gender, and SES. T-test results revealed that there were significant age differences in the learning-style preferences of 11- and 12-year-old Taiwanese students for the 12 elements, sound, temperature, design, motivation, persistent, responsible/confirming, peers/alone, authority, auditory, intake, morning/evening, and mobility. Also, there were significant gender differences among the learning-style preferences of Taiwanese students. for five of 23 learning-style variables: design, kinesthetic, intake, analytic and reflective. The results of two multiple regressions revealed significant relationships between students' achievement-test scores and their learning-style emotional stimulus, between students' achievementtest scores and their learning-style physiological stimulus, between students' achievement-test scores and gender, and between students' achievement-test scores and SES.
Author: Chun-Yi Peng
Publisher: Springer Nature
ISBN: 9811542228
Category : Language Arts & Disciplines
Languages : en
Pages : 117
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Book Description
This book explores how language ideologies have emerged for gangtaiqiang through a combination of indexical and ideological processes in televised media. Gangtaiqiang (Hong Kong-Taiwan accent), a socially recognizable form of mediatized Taiwanese Mandarin, has become a stereotype for many Chinese mainlanders who have little real-life interaction with Taiwanese people. Using both qualitative and quantitative approaches, the author examines how Chinese millennials perceive gangtaiqiang by focusing on the following questions: 1) the role of televised media in the formation of language attitudes, and 2) how shifting gender ideologies are performed and embodied such attitudes. This book presents empirical evidence to argue that gangtaiqiang should, in fact, be conceptualized as a mediatized variety of Mandarin, rather than the actual speech of people in Hong Kong or Taiwan. The analyses in this book point to an emerging realignment among the Chinese towards gangtaiqiang, a variety traditionally associated with chic, urban television celebrities and young cosmopolitan types. In contrast to Beijing Mandarin, Taiwanese Mandarin is now perceived to be pretentious, babyish, and emasculated, mirroring the power dynamics between Taiwan and China.
Author: Wen-Pu Huang
Publisher:
ISBN:
Category :
Languages : en
Pages : 236
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Author: Hossein Nassaji
Publisher: Routledge
ISBN: 1317219937
Category : Foreign Language Study
Languages : en
Pages : 262
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Book Description
Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.
