The effects of oral feedback strategies on second language acquisition

Abstract

This paper presents a study of the effects that Corrective Feedback has in L2 acquisition classroom contexts. In particular, as well as determining whether negotiation tasks enable teachers and pairs foster the presence of feedback, it also concentrates on individual differences, investigating whether the use of a particular type of feedback is linked with the learners’ personality to acquire a second language. The main finding in this study is that feedback strategies are related to the L2 level, the type of the error and the students’ individual differences. The study takes place in a classroom context where Spanish adult participants learning English receive feedback from their teachers and pairs. The paper concludes by claiming that Corrective Feedback leads students to produce accurate utterances in L2 English.