Feedback Preferences of EFL Learners with Respect to Their Learning Styles

Autor/inn/en	Tasdemir, Muhammed Salih; Yalcin Arslan, Fadime
Titel	Feedback Preferences of EFL Learners with Respect to Their Learning Styles
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1481560 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tasdemir, Muhammed Salih) ORCID (Yalcin Arslan, Fadime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1481560
Schlagwörter	Feedback (Response); English (Second Language); Second Language Learning; Second Language Instruction; Cognitive Style; Preferences; Error Correction; Correlation; Foreign Countries; College Students; Language Teachers; Teacher Student Relationship; Oral Language; Student Attitudes; Metalinguistics; Measures (Individuals); Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognitive styles; Kognitiver Stil; Korrektur; Korrelation; Ausland; Collegestudent; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Metalanguage; Metasprache; Messdaten; Türkei
Abstract	This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. The sample consisted of 348 preparatory class students studying English as a Foreign Language at a state university in Turkey. A questionnaire was administered to explore learners' oral corrective feedback preferences, and a learning style inventory was utilized to classify participants' learning styles. To analyse the obtained data, the frequency, percentage, mean and standard deviation values were calculated, and a Chi-square test was employed to determine whether there existed a relationship between student feedback preferences and their learning styles. Most participants were classified as divergent learners, and they seemed to expect their teachers to provide frequent feedback. Moreover, they believed that frequent and serious errors should be addressed more often than occasional and minor ones. Explicit feedback, clarification and elicitation were the most preferred types of feedback, with teachers being the most favored source. These results suggest that learning styles do not account for students' feedback preferences and provide an explanation in terms of learners' varied preferences. Therefore, it has been concluded that the concept of learning styles is irrelevant for understanding learner feedback preference. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01