|
Abstract
|
Ferris believes that learners who receive feedback from their instructors possess greater self-correction abilities. However, she, while emphasizing the manner of feedback delivery, asserts that feedback must be provided in various linguistic forms, including questions, declarative, or imperative sentences. Long and Ellis et al. have discussed explicit or implicit corrective feedback. Ellis mentions a type of explicit corrective feedback with an exploratory and extractive nature. Nevertheless, debates—both theoretical and practical—persist regarding whether feedback should be explicit or implicit. For example. Ellis et al. state that if others are involved in the feedback process, its nature becomes explicit (Cheng and Yan, 2018). However, Ji Kim (2004) disagrees with this view, arguing that even such feedback retains an implicit nature. On the other hand, the process of delivering feedback and the type of feedback remain challenging topics. The necessity of providing feedback, its delivery method, and its type depend on understanding the learners' cognitive processes, which can be revealed through obtaining information from the learners themselves (Bennett, 2019). The primary mechanism for acquiring such information to determine the type and method of feedback delivery is through continuous or formative assessments during the teaching process. Although the relevant literature discusses various types of feedback, extensive empirical research on this topic is limited. Furthermore, the role and impact of assessment types on enhancing speaking proficiency remain areas that require further investigation (Gulikers et al., 2019).
|