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Oral Corrective Feedback: focus on the current situation in vocational and general education in Wallonia

Landrieu, Julie
(2020)

Files

Landrieu_5685-18-00_2020.pdf
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Landrieu_5685-18-00_2020_Annexe1.pdf
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Landrieu_5685-18-00_2020_Annexe2.pdf
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Landrieu_5685-18-00_2020_Annexe3.pdf
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Details

Supervisors
Meunier, Fanny
Faculty
Faculté de philosophie, arts et lettres
Degree label
Master [120] en langues et lettres modernes, orientation germaniques
Abstract
This dissertation presents a study of oral corrective feedback (OCF) in two EFL classrooms in Wallonia. Various research has been conducted in different contexts in order to analyse various aspects of oral corrective feedback. However, little is known about the current situation in Wallonia. This study offers a glimpse of the current situation in general education and vocational education by analysing the distribution of the different OCF types, the types of learner errors, the distribution of learner uptake, the beliefs teachers hold about OCF and the learners' attitudes towards OCF. Results show many similarities with previous research and there are no major differences observed between the two types of education. Recast is the most popular strategy in both classes. Recasts are also popular for correcting grammatical and phonological errors. As regards the distribution of learner uptake, a few inconsistencies were observed. The two teachers observed share overall similar beliefs about OCF. Finally, OCF is well received by pupils in both types of education, general and vocational. Pupils in general education have a preference for feedback with metalinguistic explanations and also appreciate OCF strategies that encourage self-correction. Vocational education pupils also appreciate strategies that encourage self-correction. Further research with a larger sample size could be useful to confirm the trends observed in this study.