Students often desire more linguistic correction than their teachers typically provide
In short: A review of research on second language learning found a notable gap between student expectations and teacher behavior. While educators provide oral corrective feedback to help students learn, the literature suggests that learners generally want to receive more frequent corrections than many teachers feel are necessary or appropriate to give.
This review synthesizes various studies on how feedback functions in the classroom, looking at different types of corrections and their effectiveness. It explores whether feedback is best used to introduce new information or to reinforce what students already know.
The review covers various instructional contexts and laboratory studies on recasts. However, because this is a review of existing literature rather than a new primary study, it does not provide new raw data but rather summarizes the current state of the field.
Why it matters: Understanding the gap between student desires for correction and teacher practices can help improve classroom communication.
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Sources
- Summary by Intellect · source: Research: Lyster et al. (2012). Oral corrective feedback in second language classrooms. Language Teaching.
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