THE EFFECT OF CORRECTIVE FEEDBACK ON ACQUISITION IN INTERNATIONAL CHINESE LANGUAGE EDUCATION SPEAKING CLASSROOMS IN THAILAND
Keywords:
Thailand, International Chinese Language Education, Chinese speaking classroom, Corrective Feedback, Student PerspectiveAbstract
Research on corrective feedback in international Chinese language education classrooms has mainly focused on teachers' perspectives, and there are not many empirical studies from students' perspectives. This study combines the current status of research at domestic and international and the teaching situation of Chinese speaking classrooms in Rayong Guanghua School in Thailand, and designs two different models of teaching experiments. The experimental group is one in which students independently choose three corrective feedback strategies that they prefer, and the teacher will use the feedback method that students prefer to give corrective feedback; the reference group is an authentic Chinese speaking classroom, i.e. the teacher does not consult students and decides the corrective feedback strategy independently. This study focused on the comprehension responses and immediate correction of students' speaking errors in both models, and showed that teachers' use of students' preferred corrective feedback was more conducive to Chinese language acquisition.
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