Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

An Analysis of Teacher's Corrective Feedback and Learners' Uptake In Dialogue Journal

Authors
Pipo Nuramirah
Corresponding Author
Pipo Nuramirah
Available Online November 2016.
DOI
https://doi.org/10.2991/conaplin-16.2017.70How to use a DOI?
Keywords
Corrective Feedback; Uptake; Dialogue Journal
Abstract

The aim of the study was to investigate types of corrective feedback the teacher provided in dialogue journal. A total of 20 learners taking Writing 2 Course were classified by English proficiency level into two groups. They were Elementary and Intermediate. The qualitative method was largely employed to understand the phenomenon, and some quantification of data was also used to describe the numbers and percentages of the learners errors and the provided corrective feedback. The findings showed that the teacher applied explicit, elicitation, metalinguistic, and clarification corrective feedback (CF) to help the learners correct their errors in dialogue journal writings. Explicit and metalinguistic CF were the most frequently used CF subsequently, but explicit was a corrective feedback type that led to the most amount of learners' uptake. Based on the findings, it can be concluded that explicit CF was effective and successful to generate learners' uptake (Lee, 1997; Fathman & Whalley, 1990). However, this result contradicts several studies (Kepner, 1991; Polio, Fleck, & Leder, 1998; Robb, Ross, & Shortreed, 1986; Semke, 1984; Sheppard, 1992; Surakka, 2007) which reported that explicit CF was rather ineffective in generating learners' uptake.

Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
November 2016
ISBN
978-94-6252-322-7
ISSN
2352-5398
DOI
https://doi.org/10.2991/conaplin-16.2017.70How to use a DOI?
Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Pipo Nuramirah
PY  - 2016/11
DA  - 2016/11
TI  - An Analysis of Teacher's Corrective Feedback and Learners' Uptake In Dialogue Journal
BT  - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
PB  - Atlantis Press
SP  - 308
EP  - 310
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-16.2017.70
DO  - https://doi.org/10.2991/conaplin-16.2017.70
ID  - Nuramirah2016/11
ER  -