Students’ use and perceptions of feedback in a paired collaborative speaking task
Learner-centeredness is an integral part of Communicative Language Teaching (CLT) and paired conversations are promoted by this method because it is considered to effectively increase the student talking time. In paired conversations, instead of being merely interlocutors during their speaking activ...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE
2018-12-01
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| Series: | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| Subjects: | |
| Online Access: | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/284 |
| _version_ | 1818641432592777216 |
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| author | Nguyen Xuan Nguyet Truc Bui Thi Thuc Quyen |
| author_facet | Nguyen Xuan Nguyet Truc Bui Thi Thuc Quyen |
| author_sort | Nguyen Xuan Nguyet Truc |
| collection | DOAJ |
| description | Learner-centeredness is an integral part of Communicative Language Teaching (CLT) and paired conversations are promoted by this method because it is considered to effectively increase the student talking time. In paired conversations, instead of being merely interlocutors during their speaking activities, students are expected to initiatively assist each other’s performances by exchanging feedback and comments. This study examined 28 intermediate students on how they gave their partners feedback during a paired collaborative speaking task. It also investigated their perceptions on exchanging feedback. Observation and semi-structured interviews were employed for data collection. A mismatch between their viewpoints and actual performances was found. The interview analysis suggests that the students were well-aware of the roles and benefits of giving and receiving feedback. Meanwhile, the empirical data collected from the observation scheme shows that only a modest number of feedback instances, particularly corrective feedback, were actually given by the students. This was mostly resulted from the students’ lack of proper strategies and skills on giving feedback and their fear of losing their partners’ faces. |
| first_indexed | 2024-12-16T23:27:04Z |
| format | Article |
| id | doaj.art-5df65365c4c14c308c196302dcc39481 |
| institution | Directory Open Access Journal |
| issn | 2734-9357 2734-9624 |
| language | English |
| last_indexed | 2024-12-16T23:27:04Z |
| publishDate | 2018-12-01 |
| publisher | HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE |
| record_format | Article |
| series | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| spelling | doaj.art-5df65365c4c14c308c196302dcc394812022-12-21T22:11:58ZengHO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCEHo Chi Minh City Open University Journal of Science - Social Sciences2734-93572734-96242018-12-018182010.46223/HCMCOUJS.soci.en.8.2.284.2018228Students’ use and perceptions of feedback in a paired collaborative speaking taskNguyen Xuan Nguyet Truc0Bui Thi Thuc Quyen1Vietnam-USA Society English CentersHo Chi Minh City Open UniversityLearner-centeredness is an integral part of Communicative Language Teaching (CLT) and paired conversations are promoted by this method because it is considered to effectively increase the student talking time. In paired conversations, instead of being merely interlocutors during their speaking activities, students are expected to initiatively assist each other’s performances by exchanging feedback and comments. This study examined 28 intermediate students on how they gave their partners feedback during a paired collaborative speaking task. It also investigated their perceptions on exchanging feedback. Observation and semi-structured interviews were employed for data collection. A mismatch between their viewpoints and actual performances was found. The interview analysis suggests that the students were well-aware of the roles and benefits of giving and receiving feedback. Meanwhile, the empirical data collected from the observation scheme shows that only a modest number of feedback instances, particularly corrective feedback, were actually given by the students. This was mostly resulted from the students’ lack of proper strategies and skills on giving feedback and their fear of losing their partners’ faces.https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/284collaborationfeedbackpaired conversation |
| spellingShingle | Nguyen Xuan Nguyet Truc Bui Thi Thuc Quyen Students’ use and perceptions of feedback in a paired collaborative speaking task Ho Chi Minh City Open University Journal of Science - Social Sciences collaboration feedback paired conversation |
| title | Students’ use and perceptions of feedback in a paired collaborative speaking task |
| title_full | Students’ use and perceptions of feedback in a paired collaborative speaking task |
| title_fullStr | Students’ use and perceptions of feedback in a paired collaborative speaking task |
| title_full_unstemmed | Students’ use and perceptions of feedback in a paired collaborative speaking task |
| title_short | Students’ use and perceptions of feedback in a paired collaborative speaking task |
| title_sort | students use and perceptions of feedback in a paired collaborative speaking task |
| topic | collaboration feedback paired conversation |
| url | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/284 |
| work_keys_str_mv | AT nguyenxuannguyettruc studentsuseandperceptionsoffeedbackinapairedcollaborativespeakingtask AT buithithucquyen studentsuseandperceptionsoffeedbackinapairedcollaborativespeakingtask |