tesl603-Discussion Thread: Providing Effective Corrective Feedback
Question
**For this assignment you would need to already own these TWO books: Teaching Grammar in Second Language Classrooms -2011- By Hossein, Nassaji. Please read chapters 4-5. Perfecting Your English Pronunciation 2nd Edition 2018 By Susan Cameron. Please read chapters 8-11, Appendix B.
**For this assignment you are just doing the discussion part, you would have to write in First-Person, using -I- or --me-, etc. Use the two books provided above along with one other reliable source that has to do with this assignment. Please make sure the sources are reliable. *I uploaded the instruction to the assignment so that you can have a better understanding on what you need to do, and the rubric so that you know what is expected. Also remember this needs to be in APA 7th Edition format. *Just as a side note, I am an American and English is my first language, so this would have to be from my point of view, thank you.
Discussion Thread: Providing Effective Corrective
Feedback
Part 1: Based on the “Suggestions for Teachers” on pp. 82-83, and
the rest of Ch. 4 of Nassaji and Fotos (2011), what do you think are the three
most important principles governing how/when/what type of corrective feedback
to give? Be sure to cite Nassaji and Fotos (2011), and at least one other
source.
Part 2: Based on your answer to Part 1, how would you go about
correcting the following hypothetical ELL student written submission? What
error(s) would you focus on, and what strategies would you use to give
feedback? Why? “I have visited family last weekend. We have saw movie, and we
have go to store. I have think this movie was bored. I not like movie."
Part 3: Your student reads her submission aloud and pronounces the
word 'visited' as [fisiteɪ̆d], along with making other
pronunciation errors. What advice/strategies would you use to help her improve
her pronunciation? What would you focus on, and what would you ignore for the
time being? Make sure to cite Cameron (2018).
Discussion Assignment Instructions
Overview
Discussions are collaborative learning experiences. In
order to foster this collaboration, you will create a thread in response to the
provided prompt for each discussion. Each thread must demonstrate
course-related knowledge and graduate-level writing with regard to content and
style. Additionally, you will respond to at least two of your classmates,
offering constructive feedback, encouragement, and asking questions to generate
additional reflection on the topic.
Instructions
You are required to provide a 400–500-word thread in
response to the provided prompt for each discussion. The prompts for each
discussion can be found in the Discussion; they can also be found in the module
that corresponds with the assigned prompt. For Discussion: The Changing Views
of Grammar Instruction, the initial thread must be supported with at least 2
sources cited in current APA format, including the Nassaji and Fotos (2011)
textbook. For Discussion: Providing Effective Corrective Feedback, the initial
thread must be supported with at least 3 sources cited in current APA format,
including the Nassaji and Fotos (2011) textbook and the Cameron (2018)
textbook.
Content 70% |
Advanced |
Proficient |
Developing |
Not Present |
Initial Thread- Content |
18 to 20 points
All key components of
the Discussion prompt are answered in the thread. The thread has a clear,
logical flow. Major points are stated clearly. Major points are supported by
good examples or thoughtful analysis. At least two sources are cited,
including the Nassaji and Fotos (2011) textbook and integrated into the
content. |
17 to 17 points
Most of the components
of the Discussion prompt are answered in the thread. The thread has a logical
flow. Major points are stated reasonably well. Major points are supported by
good examples or thoughtful analysis. At least two sources are cited,
including the Nassaji and Fotos (2011) textbook and integrated into the
content. |
1 to 16 points
The Discussion prompt
is addressed minimally. The thread lacks flow or content. Major points are
unclear or confusing. Major points are not supported by examples or
thoughtful analysis. One or zero sources are cited. |
0 points |
Replies- Content |
13 to 15 points
Each reply focuses on
a meaningful point made in another student’s thread. Each reply provides
substantive additional thoughts regarding the thread and an explanation of
why the student agrees or disagrees with the idea presented in the thread.
Each reply is clear and coherent. At least one source is cited in the content
of each reply. |
12 to 12 points
Most replies focus on
a meaningful point made in another student’s thread. Most replies provide
substantive additional thoughts regarding the thread and an explanation of
why the student likes or dislikes the idea presented in the thread. Most
replies are clear and coherent. At least one source is cited in the content
of each reply. |
1 to 11 points
Some replies focus on
a point made in another student’s thread. Replies could be more substantive
regarding the thread. Replies lack clarity and coherence. One or zero sources
are cited in the content of each reply. |
0 points
|
Structure 30% |
Advanced |
Proficient |
Developing |
Not Present |
Initial Thread-
Grammar, Spelling, APA |
5 to 5 points
Spelling and grammar
are correct. Sentences are complete, clear, and concise. Paragraphs contain
appropriately varied sentence structures. Where applicable, references are
cited in current APA formatting. |
4 to 4 points
Some spelling and
grammar errors. Sentences are presented as well. Paragraphs contain some
varied sentence structures. Where applicable, references are cited with some current
APA formatting. |
1 to 3 points
Spelling and grammar
errors distract. Sentences are incomplete or unclear. Paragraphs are poorly
formed. Where applicable, references are minimally or not cited in current
APA format. |
0 points |
Initial Thread- Word
Count |
5 to 5 points
Word count of 400–500
words met. |
4 to 4 points
Word count of 300–399
words met. |
1 to 3 points
Word count of 200–299
words met. |
0 points |
Replies- Word Count |
5 to 5 points At least 2 replies are
present and a minimum word count of 150 words or more in each reply is met. |
4 to 4 points At least 2 replies are
present, and a minimum word count of 100–149 words in each reply is met. |
1 to 3 points At least 2 replies are
present, and a minimum word count of 50–99 words is met. |
0 points |


Solution
Corrective Feedback
Discussion Thread
Part
1: Important principles
English language
learners learn and advance their behavior based on underlying experiences in a
school setup. English language being
their secondary language, guiding these learners to adjust their learning
requires teachers’ effective corrective feedback. Consequently, this feedback
motivates learners while gauging their growth based on the set objectives. For
teachers to effectively provide feedback to English language learners, several
principles regarding corrective feedback must be embraced. For instance,
feedback provision is guided by targeted content, distinction, and the balance of
corrective feedback (Nassaji and Fotos, 2011).
Targeted
Corrective Feedback
The kind of
feedback teachers ought to give is consistent and goal-oriented to highlight whether
a student is on the right track or not. Generally, students are unaware of
language, literacy goals, and the entire content. Therefore, it is beneficial
to develop goals, assess and let students know during the commencement of each
class activity and discussion. Teachers upon providing targeted corrective
feedback ensure student’s self-assessment in ascertaining their progress, level
of performance, and areas for improvement (Nassaji and Fotos, 2011). On the other hand, consistent
corrective feedback implies that offering directions and feedback that is
reliable and accurate. Using a well-designed grading continuous assessment and
grading rubric pave the way for the goals identification and steps to be
employed rather than providing general comments like “A+” (Nassaji and
Fotos, 2011).
Distinct
corrective feedback
For any feedback to be effective, it has to
be specific in a way that is actionable, transparent, and reliable. Student’s
knowledge is crucial while offering corrective feedback in a manner that probes
quicker understanding of the feedback (Nassaji and Fotos, 2011). Therefore, it has to be descriptive
and concrete enough to enable a learner to rectify and develop steps for
alleviating the recurrence of the error. The principle of distinctiveness aids
in the elimination of judgmental language. For example, elaborating on detected
areas for improvement specifically will encourage a learner to act on them with
no delay (Hashemifardnia, 2019).
Balanced
corrective Feedback
The balance feedback provision is anticipated
by English language learners; therefore, encountering language acquisition
through effective corrective feedback in a balanced manner tends to be a
primary role. Because it is tied to the targeted corrective feedback balancing the
form of error identification, significance, and appropriateness becomes easier.
For instance, teachers focus on grammatical compliance, attention to usefulness,
and students’ communication competence (Hashemifardnia, 2019).
Part
2: ELL Student Written Submission
During feedback provision, I will target
grammatical errors like sentence fragments, punctuations, and tenses. Due to the
student’s lack of primary background in the English language, I will appreciate
the student for the written submission before giving specific and target
feedback. Additionally, I believe stressing teamwork will enable the learner to
get rid of cultural effects on the English language (Hashemifardnia, 2019). I
will respond to the written submission on time by sharing a corrected text with
other guidelines meant to improve on these specific errors.
Part
3: Pronunciation Errors
Pronunciation is a process practice that
requires specific grammatical concepts. The learner incorrectly pronounces the
consonant “V”. Therefore, word
pronunciation practice must be prioritized. I will advise the student to
conduct a mirror demonstration concerning the placement of consonants and
vowels for the best pronunciation strategies. Presentation of vowels and
consonants is done in three steps. First, any English learner should feel the
placement by examining the position of the upper teeth and lips before the
mirror. For instance, the correct pronunciation of the “V” consonant is
achieved by placing the tip of the tongue against lower teeth, keeping the
upper lip completely still while pronouncing consonant “V”. Secondly, hold a mirror closely, place the tip
of the tongue against the lower teeth and pronounce consonant “V” then contrast
the two events. Finally, apply the
concept to other English words as the student advances to phrases and sentences
(Cameron, 2018).
References
Cameron, S. (2018). Perfecting Your English Pronunciation, 2Nd
Edition. McGraw-Hill Education.
Couper, G. (2019). Teachers’ cognitions of
corrective feedback on pronunciation: Their beliefs, perceptions, and
practices. A system, 84, 41-52.
Hashemifardnia, A., Namaziandost, E.,
& Sepehri, M. (2019). The effectiveness of giving a grade, corrective
feedback, and corrective feedback-plus-giving grade on grammatical
accuracy. International Journal
of Research Studies in Language Learning, 8(1).
Nassaji, H., & Fotos, S. S.
(2011). Teaching grammar in
second language classrooms: Integrating form-focused instruction in a communicative
context. Routledge.




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