Oral Corrective Feedback on Students’ Grammatical Accuracy and Willingness to Communicate in EFL Classroom: The Effects of Focused and Unfocused Prompts

Fadilah, Eka (2018) Oral Corrective Feedback on Students’ Grammatical Accuracy and Willingness to Communicate in EFL Classroom: The Effects of Focused and Unfocused Prompts. The Asian EFL Journal, 20 (4). ISSN 1738-1460

	Image (CEK PLAGIAT) Oral Corrective Feedback on Students’ Grammatical Accuracy and Willingness to Communicate in EFL Classroom The Effects of Focused and Unfocused Prompts.pdf Download (3MB)
	Image (PEER REVIEW-EKA F) PR-Oral Corrective Feedback on Students’ Grammatical Accuracy.pdf Download (2MB)

Abstract

This present study aims at investigating the effects of focused and unfocused prompts in EFL classroom as one type of corrective feedback. Three low-intermediate intact classes are selected as focused prompt, unfocused prompt and control groups. The focused (intensive) prompt group emphasizes correction on simple present tense and degree of comparison, while unfocused (extensive) prompt group is emphasized on the correction for any grammatical errors. Furthermore, the control group is not given any feedback. I formulate research questions; (1) Do focused and unfocused prompt groups show significant differences over the control group on their grammatical accuracy and WTC? (2) Does focused prompt group show significant difference from unfocused prompt group on their grammatical accuracy and WTC? A statistical package of SPSS 20 was used by applying repeated-measurement of ANOVA and post-hoc comparisons in pre-test, post-test and delayed post-test. Pre-test was given a week before the treatments, while delayed post-test was conducted three weeks after post-test. A set of Grammatical Judgment tests (GJTs) were given for all groups, while students’ WTC was measured by using questionnaires regarding motivation, anxiety, and confidence as variables 233 affecting WTC. The results reveal that both focused and unfocused prompt groups more outperformed than control group on the grammatical accuracy and WTC, while there was no significant difference statistically between focused and unfocused prompt groups on WTC. However, focused prompt group more outperformed than unfocused and control group resulting in GJT. The results also indicate the confirmation of the previous research findings regarding the efficacy of prompts in facilitating second language learners. Accordingly, implementing CF should be taken into account during teaching-learning in EFL Classroom to facilitate learners’ improvement in SLA.

Item Type:	Article
Uncontrolled Keywords:	oral corrective feedback, willingness to communicate, grammatical accuracy, focused prompts, unfocused prompts
Subjects:	L Education > L Education (General) P Language and Literature > PE English Language > PE1-3729 English P Language and Literature > PR English literature
Divisions:	Fakultas Sastra dan Pendidikan Bahasa > English Department
Depositing User:	Staff Perpustakaan Uwika
Date Deposited:	18 Apr 2022 08:04
Last Modified:	29 Jun 2022 04:50
URI:	http://repository.widyakartika.ac.id/id/eprint/1383

Actions (login required)

View Item