A Reflection on Interactional Feedback by Students of Sanata Dharma University

Keywords: Interactional Feedback, Motivation, Self-Improvement

Abstract

Interactional feedback as a means of helping second language (L2) learners to focus on form has received increased attention recently in the field of second language acquisition (SLA). Moreover, feedback is also considered as an effective way to help the students improve their ability in learning L2. Subsequently, as teachers encourage use of the target language in their classrooms, they must consider how to provide feedback to their students concerning the accuracy of their utterances. This paper attempts to reveal the answers for the research question which is “what does interactional feedback mean to the students?” There are two participants who were willing to share their lived experiences. The data are in a form of texts and gathered from an in-depth interview in which the data are then extracted to be the themes for the discussion. For the themes, there are two major themes appear in the study namely motivation and self-improvement. Motivation was the first theme that appeared from the study. The comments and feedback could motivate the participants to perform better in their next speaking practices. Additionally, motivation indeed becomes one of the positive effects which could make the participants feel motivated in improving their speaking ability through the feedback from their lecturers. Self-improvement became the second major theme from the study. Self-improvement was derived from the participants’ consciousness when they encountered the mistakes that they often committed when speaking. Contextually, the interactional feedback that the participants gained from the lecturer made the participants aware of the mistake that they had committed. Therefore, after gaining the feedbacks from their teacher, they are triggered to improve their performance in the next speaking assignments.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Amar, A. & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28, 543-574.

Christensen, L.B., Johnson, R. B. & Turner, L.A. (2010). Research methods, design, and analysis (11th ed.) Boston, MA: Allyn& Bacon.

Creswell, J., W. (2007). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. New Jersey: Pearson Education, Inc.

Egi, T, (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. Modern Language Journal, 94 (1), 1-21.

Epstein, Gerald; Elizabeth Ann ManhartBarret; James P. Halper; Nathan S. Seriff; Kim Philips; Stephen Lowenstaein (1997). The meaning of the lived experience of mental imagery. A medical journal. Retrived from http://www.drjerryepstein.org/articles/TheMeaning OfLivedExperience.pdf 21 April 2015.

Gass, S. &Selinker, L. (2008). Second language acquisition: An introductory course (3rded.). New York: Lawrence Erlbaum Associates, Inc.

Long, M. H. (1977). Teacher feedback on learner error: Mapping cognitions. In H. D. Brown, C. A. Yorio, & R. H. Crymes (Eds.), On TESOL ’77 (pp. 278–293) Washington, DC: TESOL.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp 413–468), San Diego, CA: Academic Press.

Lyster, R. &Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.

Lyster, R. and Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition 19(1) 37-66.

Moustakas, C. (1994). Phenomenological research methods.Thousand Oaks, CA: Sage.

Nassaji, H. & Swain, M. (2000). A Vygotskian perspective on corrective feedback: The effect of random versus negotiated help on the learning of English articles. Language Awareness 9(1) 34–51.

Patton, Michael Quinn (2002). Qualitative research and evaluation methods. California: Sage Publications, Inc.

White, L. (1987). Against comprehensible input: The input hypothesis and the development of second language competence. Applied Linguistics, 8, 95–110.New York: Cambridge University Press.

Yang, Y. &Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235-263.

Published
2019-03-29
How to Cite
Ferianda, S. and Herdiyanti, H. (2019) “A Reflection on Interactional Feedback by Students of Sanata Dharma University”, Berumpun: International Journal of Social, Politics, and Humanities, 2(1), pp. 1-14. doi: 10.33019/berumpun.v2i1.12.