American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(10), 950-954
DOI: 10.12691/education-2-10-15
Open AccessArticle

Corrective Feedback: A Bridge between Cognitive Interactionist and Social Interactionist Perspectives

Naif Althobaiti1,

1Department of Foreign Languages, Taif University, Taif, Saudi Arabia

Pub. Date: October 23, 2014

Cite this paper:
Naif Althobaiti. Corrective Feedback: A Bridge between Cognitive Interactionist and Social Interactionist Perspectives. American Journal of Educational Research. 2014; 2(10):950-954. doi: 10.12691/education-2-10-15

Abstract

This presentation tries to explain oral corrective feedback (CF) as provided through conversational interaction. In this presentation, CF, as provided through the interaction, is viewed from two perspectives: the cognitive interactionist and the social interactionist. Although, both of these two perspectives value interaction, they explicate the provision of CF through interaction differently. The cognitive interactionists explain the provision of CF through, but not limited to, Interaction Hypothesis, Noticing Hypothesis, and Output Hypothesis. The social interactionists emphasize the roles of teachers and learners within the process of corrective feedback. They also emphasize the context in which they work and the specific pedagogic activity in which they are involved (Ellis, 2008; 2010). This presentation is hoped to contribute a better understanding of EFL learning facilitated through the provision of CF. In addition, it provides some recommendations for future researchers, language educators, and EFL teachers.

Keywords:
corrective feedback interaction cognitive interactionist social interactionist EFL context

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