Effects of corrective feedback on EFL speaking task complexity in China’s university classroom

Zhai, K. and Gao, X. (2018) Effects of corrective feedback on EFL speaking task complexity in China’s university classroom. Cogent Education, 5(1), 1485472. (doi: 10.1080/2331186x.2018.1485472)

Abstract

Corrective feedback (CF) and task complexity are two important pedagogical topics in second language acquisition research in recent years, but there is few research investigating effects of CF on speaking task complexity in China’s university classroom settings. This research, through conducting different versions of speaking task experiments among 24 university students in China, explores the effect of teachers’ CF on English as a Foreign Language (EFL) speaking task complexity. According to the analysis of first-hand data, this research finds CF has different effects on EFL oral production with different task complexity. In simple speaking task, the effects of five kinds of CF (from largest to smallest) are listed as follows: clarification quest, metalinguistic feedback, recast, repetition and confirmation check. Regarding complex speaking task, the effects of five categorized CF are ranked from largest to smallest as follows: metalinguistic feedback, confirmation check, recast, clarification request and repetition. Improving to provide CF in pedagogical practice is an important contribution to promote EFL speaking task, so, on the basis of above research results, appropriate ways and forms of providing CF are expected to promote efficiency of CF in EFL classroom under the context of Chinese university classroom.

• Item Type: Articles
• Additional Information: This work was supported by the China Scholarship Council [201608060111].
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Zhai, Keyu
• Authors: Zhai, K., and Gao, X.
• College/School: College of Social Sciences > School of Education
• Journal Name: Cogent Education
• Publisher: Cogent OA
• ISSN: 2331-186X
• ISSN (Online): 2331-186X
• Copyright Holders: Copyright © 2018 The Authors
• First Published: First published in Cogent Education 5(1): 1485472
• Publisher Policy: Reproduced under a Creative Commons License