Effective Corrective Feedback
Effective corrective feedback and its perception in acquisition of French as a foreign language; The case of Karatina University
Effects of perceptions and attitudes towards corrective feedback in learning French as a foreign language. The case of Karatina University,
Learning is a dynamic process where learners undertake repetitive decision making steps on various aspects of cognitive language transfers to the target language. Learners assess different lexical and appropriate structures, contextual and textual meanings and their implications. Since this is a metacognitive process, different learners develop perceptions and attitudes towards and against corrective feedback. Similarly, teachers explore various corrective methods and consequently
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Participants in this study were 200 students of Karatina University in Kenya. The students learn French as foreign language as a core course for their bachelor’s degree. Quantitative research method was used where a questionnaire was administered and after data analysis, the results obtained revealed significance results. It was observed that learners tend to focus and operate on different types of information in different ways and achieve understanding and produce language in different ways. Based on that, teachers can use different approaches in appropriating syllabi so as to influence and produce the most desired learning pattern. This means that French language learners prefer to receive written corrective feedback in order to understand where their errors and mistakes are, and to improve their grammatical and lexical writing accuracy. Limitation of this …show more content…
The study sought to have a reflection of the following questions in achieving its objectives, that is; ‘should corrective feedback be given?’ ‘Should teachers spend hours correcting learners’ writing products?’ ‘Which is the most effective corrective feedback?’ ‘When should corrective feedback be initiated and explained?’ The tentative answers to these questions will be discussed in chapter two. As there is almost a dearth of research on the effects of corrective feedback modes on learners’ writing accuracy in Kenya, in the present study the researcher attempted to
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