VietTESOL International Convention, VietTESOL International Convention 2019

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An investigation into Questioning and Corrective Feedback Strategies in an English Classroom
Ha Thanh Le

Building: Library
Room: D307
Date: 2019-10-11 02:50 PM – 03:20 PM
Last modified: 2019-09-26

Abstract


The study investigates questioning and corrective feedback strategies used in an English classroom under the Initiation-Response-Feedback framework. A two-hour class of English was recorded and transcribed in order to investigate the amount, the frequency, and the effectiveness of the questions and corrective feedback employed by the class teacher. The questions were categorized into display and referential questions discussed by Nunan (1987), depending on their purposes. Corrective feedback was classified into recast, metalinguistic explanation, clarification request, repetition, nonverbal cue, praise, criticism, back channeling. The study shows that more display questions were used than referential questions and recasts were the most common type of corrective feedback. The study also discusses the degrees of effectiveness of the feedback on the basis of the students’ ability to incorporate their teacher’s corrective feedback into their later utterances. The study suggests that the questioning stage should be made more communicative by giving the students a chance to give their own feedback to their peers. The students should be provided with more opportunities to make use of their teacher’s feedback to promote their uptake.

Keywords


questioning strategies; corrective feedback