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Oral Corrective Feedback Practices in Third Turns of Initiation-Response-Feedback Sequences : An investigation into the Swedish context

This study aims to expand on the existing research regarding teachers’ oral feedback practices in third turns of initiation-response-feedback (IRF) sequences. There is a gap in the existing research on oral corrective feedback practices in third turns of IRF sequences in the context of Swedish upper secondary school. The aim of this study is to fill some of that gap by providing results and insights from the Swedish context of upper secondary school. A classroom audio recording of a teacher’s classroom talk from an English class with second year students was subjected to conversation analysis to discover general patterns of this teacher’s oral corrective feedback practices in the third turn of IRF sequences. It emerged that implicit corrective feedback practices were frequent, with conversational recasts being among the most common types of feedback. The result of this study thus turned out to be in line with what previous research had found to be common oral corrective feedback practices among teachers.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mdh-66457
Date January 2024
CreatorsLind, Kajsa
PublisherMälardalens universitet, Akademin för utbildning, kultur och kommunikation
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess
RelationLÄRARUTBILDNINGEN,

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