Oral Corrective Feedback in the EFL Classroom. An Empirical Investigation of Forms- and Message-Focused Phases of EFL Lessons

Inhaltsverzeichnis (Table of Contents)

• 1 Introduction
• 2 Theoretical Background
• 2.1 Oral Linguistic Errors and Mistakes and Different Error Types
• 2.2 Types of Oral Corrective Feedback
• 2.3 Factors which Influence the Treatment of OCF in the English Foreign Language Classroom
• 2.3.1 Phases of a Lesson
• 2.3.2 Oral Corrective Feedback Concerning Different Ages of the Learners
• 2.3.3 Teacher Preference Concerning OCF Types
• 2.4 Research Question and Hypotheses
• 3 Methodology
• 3.1 Informants of the Study and the Data Collection Procedure
• 3.2 The Employed Research Instrument
• 3.3 Data Handling
• 3.4 Methodological Strengths and Limitations
• 4 Results
• 4.1 The Extent of OCF Concerning Different Error Types in Forms- and Message-Focused Phases of a Lesson
• 4.2 The Usage of Different Feedback Types in Forms- and Message-Focused Phases of a Lesson
• 4.3 The Extent of OCF Concerning Different Ages of the Students in Forms- and Message-Focused Phases of a Lesson
• 4.4 The Usage of Different Feedback Types Concerning Different Ages of the Students in Forms- and Message-Focused Phases of a Lesson
• 4.5 The Extent of Teacher Preferences Concerning Different OCF Types in Forms- and Message- Focused Phases of a Lesson
• 5 Discussion
• 5.1 The Extent of OCF Concerning Different Error Types in Forms- and Message-Focused Phases of a Lesson
• 5.2 The Usage of Different Feedback Types in Forms- and Message-Focused Phases of a Lesson
• 5.3 The Extent of OCF Concerning Different Ages of the Students in Forms- and Message- Focused Phases of a Lesson
• 5.4 The Usage of Different Feedback Types Concerning Different Ages of the Students in Forms- and Message-Focused Phases of a Lesson
• 5.5 The Extent of Teacher Preferences Concerning Different OCF Types in Forms- and Message- Focused Phases of a Lesson

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This master's thesis examines the use of oral corrective feedback (OCF) in the English as a Foreign Language (EFL) classroom. The research aims to investigate the extent of OCF concerning different error types, ages of students, and teacher preferences in forms- and message-focused phases of EFL lessons. The study also explores the usage of different feedback types in these phases.

• The use of oral corrective feedback (OCF) in EFL lessons.
• The influence of error types on the implementation of OCF.
• The impact of students' age on the application of OCF.
• Teacher preferences regarding different types of OCF.
• The role of lesson phases (forms-focused and message-focused) in the use of OCF.

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 introduces the research topic and provides background information on oral corrective feedback in EFL classrooms. Chapter 2 presents a comprehensive theoretical framework, exploring different error types, types of OCF, factors influencing OCF implementation, and research questions and hypotheses. Chapter 3 outlines the research methodology, including the data collection procedure, research instrument, data handling, and methodological strengths and limitations. Chapter 4 presents the results of the study, focusing on the extent of OCF concerning different error types, ages of students, and teacher preferences in forms- and message-focused phases of lessons. The chapter also examines the usage of different feedback types in these phases.

Schlüsselwörter (Keywords)

This study focuses on oral corrective feedback (OCF), EFL classroom, error types, feedback types, lesson phases, student age, teacher preferences, forms-focused, message-focused, empirical research.