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master's thesis
The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL
2020. urn:nbn:hr:142:016535
Pavić, Dora
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

Cite this document

Pavić, D. (2020). The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL (Master's thesis). Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:016535

Pavić, Dora. "The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2020. https://urn.nsk.hr/urn:nbn:hr:142:016535

Pavić, Dora. "The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2020. https://urn.nsk.hr/urn:nbn:hr:142:016535

Pavić, D. (2020). 'The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 29 July 2021, https://urn.nsk.hr/urn:nbn:hr:142:016535

Pavić D. The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2020 [cited 2021 July 29] Available at: https://urn.nsk.hr/urn:nbn:hr:142:016535

D. Pavić, "The Relationship between Oral Corrective Feedback and Learners' Motivation in EFL", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:142:016535

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Metadata
TitleThe Relationship between Oral Corrective Feedback and Learners' Motivation in EFL
Title (croatian)Odnos između usmenoga ispravljanja pogrešaka i motivacije učenika u učenju engleskoga kao stranoga jezika
AuthorDora Pavić
MentorVišnja Pavičić Takač (mentor)
Committee memberVišnja Pavičić Takač (predsjednik povjerenstva)
Committee memberDraženka Molnar (član povjerenstva)
Committee memberGabrijela Buljan (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2020-09-29, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
Corrective feedback refers to corrections teachers provide to learners in formal teaching when they produce erroneous utterances. Since English lessons are often communicative in nature, and there are a lot of speaking activities, teachers use oral corrective feedback. It is assumed that oral corrective feedback can affect learners' motivation to participate in oral activities in EFL classrooms. This study sought to find if there is a relationship between motivation and learners' attitudes to oral correction. The research included 244 learners from a grammar school in Vinkovci, Croatia. The results of this study showed a negative relationship between being corrected and motivation for participation in speaking activities. Learners preferred those types of corrective feedback that enabled them to come up with a correct form themselves with teacher’ s guidance. The least preferred types of corrective feedback were those where a correct solution was immediately provided to learners or where there was no guidance. No difference was found regarding attitudes towards corrective feedback between male and female learners, but the results show that less proficient learners found CF more useful than more proficient learners.
Abstract (croatian)
Ispravljanje pogrešaka odnosi se na ispravke koje učitelji u formalnom obrazovanju daju učenicima kada izreknu netočne rečenice. Učitelji se često koriste usmenim ispravljanjem pogrešaka jer je nastava engleskoga često komunikacijske naravi i obuhvaća mnogo govornih aktivnosti. Pretpostavlja se da usmeno ispravljanje pogrešaka može utjecati na motivaciju učenika za sudjelovanje u govornim aktivnostima u učionicama engleskoga kao stranoga jezika. Ovim se radom pokušalo odgovoriti na pitanje postoji li odnos između motivacije i učeničkih stavova prema usmenom ispravljanju pogrešaka. Istraživanje je obuhvatilo 244 učenika iz gimnazije u Vinkovcima u Hrvatskoj. Rezultati su pokazali negativan odnos između ispravljanja i motiviranosti za sudjelovanje u govornim aktivnostima. Učenici su preferirali one oblike ispravljanja pogrešaka koji im omogućavaju da sami dođu do točnog oblika uz učiteljevo usmjeravanje. Najmanje preferirani oblici ispravljanja pogrešaka bili su oni gdje je učenicima odmah dano točno rješenje ili oni bez usmjeravanja. Nije pronađena razlika u stavovima muških i ženskih učenika prema ispravljanju pogrešaka, ali rezultati pokazuju da su učenici koji slabije vladaju engleskim jezikom smatrali ispravljanje pogrešaka korisnijim od učenika koji bolje vladaju engleskim jezikom.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:142:016535
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
Study programmeTitle: Philosophy (double major); specializations in: Teacher Training
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije filozofije (magistar/magistra edukacije filozofije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2021-02-17 08:59:49