Would
ELLs Want Corrective Feedback?
I know I would want corrective feed back, so I definitely believe ELLs would want to have corrective feedback too. How else does one know they need correcting if they don't receive it at all? If not corrected, guaranteed use of the word will be used in the wrong context through pronunciation, intonation and stress. I recall, when I first started to learn my language, if I did not put enough emphasis on a certain syllabic (segmental), the whole meaning changed and my Cree speaking peers would chuckle but in the process I learned an extra word. Haha!
It is to know when to give feedback that can determine a students comfort level in learning. As an instructor we must create a respectful and safe learning environment. Once the classroom has established this, then learning ESL can be a relaxed and motivating environment for students to learn and giving and receiving feedback should come easier.
Considering learning a new language can be overwhelming just like learning about technology for the first time, some people may be ahead of the game than others who lack knowledge and experience and/or do not have as much time on their hands. Identifying students’ expressions (another form of language), also allows instructors to identify struggles and can use their discretion on when and how to give corrective feedback. Whether it be reformulating, hinting, repeating, echoing, or tactfully turning it into a group mini lesson -in real time and of course individual feedback helps to, using discretion is key here!
The downside of too much corrective feedback, it can be very frustraing and discouraging to L1 Learners. L1 Learner woud start to feel incompetent and take away from the lesson. If a student needs more help, than I would think that a one-on one discussion would be of more benefit along with take home activities to work on. If these factors come into play then I would think ELLs would feel comfortable with receiving corrective feedback.
It is to know when to give feedback that can determine a students comfort level in learning. As an instructor we must create a respectful and safe learning environment. Once the classroom has established this, then learning ESL can be a relaxed and motivating environment for students to learn and giving and receiving feedback should come easier.
Considering learning a new language can be overwhelming just like learning about technology for the first time, some people may be ahead of the game than others who lack knowledge and experience and/or do not have as much time on their hands. Identifying students’ expressions (another form of language), also allows instructors to identify struggles and can use their discretion on when and how to give corrective feedback. Whether it be reformulating, hinting, repeating, echoing, or tactfully turning it into a group mini lesson -in real time and of course individual feedback helps to, using discretion is key here!
The downside of too much corrective feedback, it can be very frustraing and discouraging to L1 Learners. L1 Learner woud start to feel incompetent and take away from the lesson. If a student needs more help, than I would think that a one-on one discussion would be of more benefit along with take home activities to work on. If these factors come into play then I would think ELLs would feel comfortable with receiving corrective feedback.
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