Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback

Authors

  • Eun Jeong Esther Lee Claflin University, United States

DOI:

https://doi.org/10.32674/jis.v6i3.357

Keywords:

International English Education, Engligh as a Foreign Language (EFL), oral corrective feedback, advanced-level ESL students

Abstract

The author in this study examines how advanced-level adult English as a Second Language (ESL) students’ previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers’ oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants’ prior English learning, and to determine how their experiences influence how they perceive CF in ESL classrooms. Understanding these patterns of perception will enhance ESL professionals’ abilities to create effective and culturally sensitive ESL classrooms.

Author Biography

  • Eun Jeong Esther Lee, Claflin University, United States

    EUN JEONG (ESTHER) LEE, Ph.D., is the Director of the Intensive English Language Program and an Assistant Professor of English and Foreign Languages at Claflin University. Her specific research interests include corrective feedback, the affective elements of L2 pedagogy, emotion and learning, informal English conversations, ESL learning patterns, curriculum development, and ESL program management. 

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Published

2018-07-01

Issue

Vol. 6 No. 3 (2016)

Section

Research Articles (English)

License

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

Advanced ESL Students’ Prior EFL Education and Their Perceptions of Oral Corrective Feedback. (2018). Journal of International Students, 6(3), 798-816. https://doi.org/10.32674/jis.v6i3.357