• English Language & Literature Teaching
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• v.17 no.1
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• pp.81-99
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• 2011

The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.49-56
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• 2020

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.