Learner Personality And Oral Corrective Feedback In An Adult Language Classroom

Simple item page
dc.contributor.advisorValeo, Antonella
dc.contributor.authorLemak, Alina
dc.date.accessioned2023-03-28T21:24:43Z
dc.date.available2023-03-28T21:24:43Z
dc.date.copyright2023-01-16
dc.date.issued2023-03-28
dc.date.updated2023-03-28T21:24:43Z
dc.degree.disciplineLinguistics and Applied Linguistics (Applied Linguistics)
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractA great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. One of these characteristics are personality traits, which have been shown to influence learning outcomes. Moreover, teachers have an intuitive belief that personality has substantial importance for learning and make pedagogical decisions, such as choosing an oral corrective feedback (CF) approach, based on their assumptions about student personality. Whereas research has established that CF effectiveness is mediated by several individual differences, research on the influence of learners’ personality traits on CF effectiveness is virtually neglected. This classroom study aimed to fill this gap. It investigated a relationship (if any) between student personality traits and the effectiveness of oral CF, and how students with different personalities respond to and experience oral CF. Using a mixed-methods approach to data collection and analysis, this study took place in a class of adult language-learners in an academic context. Personality was measured using a personality test, the effectiveness of CF was measured using a pretest/posttest measure of past tense use accuracy using audio/video recordings of classroom activities. Qualitative data were collected through semi-structured interviews and stimulated recall (SR) sessions to explore students’ response to and experience of CF. Findings showed that personality differences emerged in student response to (and perceived effectiveness of) different CF techniques. Personality traits appeared to play a role in how students experienced CF and responded to it.
dc.identifier.urihttp://hdl.handle.net/10315/41051
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEnglish as a second language
dc.subjectLanguage
dc.subjectPersonality psychology
dc.subject.keywordsESL
dc.subject.keywordsPersonality
dc.subject.keywordsSLA
dc.subject.keywordsOral corrective feedback
dc.subject.keywordsMixed-methods
dc.subject.keywordsEAP
dc.subject.keywordsIndividual differences
dc.titleLearner Personality And Oral Corrective Feedback In An Adult Language Classroom
dc.typeElectronic Thesis or Dissertation

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Lemak_Alina_2023_Phd.pdf
Size:
5.43 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
license.txt
Size:
1.87 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
YorkU_ETDlicense.txt
Size:
3.39 KB
Format:
Plain Text
Description:
Download

Collections

Linguistics and Applied Linguistics

All items in the YorkSpace institutional repository are protected by copyright, with all rights reserved except where explicitly noted.