View Content #22474

From http://www.eltresearchbites.com

Matthew Noble summarizes a 2015 article by D. S. Fagan, “Managing language errors in real-time: A microanalysis of teacher practices,” in a recent blog post. From his introduction: “Despite the profusion of studies concerning the role of corrective feedback in instructed SLA (think of the typical six-item lists of ‘common CF techniques’, descriptions of idealized decision-making processes teachers should attempt, and ongoing ‘debate’ over which types of techniques are better, etc.) there is relatively little research that directly investigates the nuanced, often subtle multitasking that skilled teachers employ in real-time when managing learners’ language errors in authentic classroom contexts. This study by Drew S. Fagan, Ed.D does just that, using conversation analysis tools to examine error management practices that surface in 26 hours of footage of an experienced teacher’s class. It spotlights two key practices which systematically imbue classroom corrective feedback episodes with engaging positivity.”

Read the summary at http://www.eltresearchbites.com/201701-a-closer-look-at-corrective-feedback-in-action/