Alvarado Alemán, Hada Luz and Segundo Contreras, Yesica Yamileth and Zepeda Alas, Ivania Xochilth (2017) The impact of oral corrective feedback on the participation ofstudents in advanced Intensive English II groups 05, from the Bachelor in English Teaching, and 09 from the Bachelor in Modern Languages at the Foreign Language Department, at the University of El Salvador Semester I 2017. Bachelor thesis, Universidad de El Salvador.

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Abstract

For many years researchers have focused on investigating about corrective feedback, and also participation separately one from the other, but there are not too many researches on the relationship between both and a deeper analysis about the impact of corrective feedback on students´ participation. Some studies, cited in this graduation project, present a series of different factors that could affect the participation of a student in a foreign or second language classroom, but our investigation is giving some results on the real impact of corrective feedback in the Advanced Intensive English II classes at the University of El Salvador. This investigation presents a triangulation of the perspectives from teachers, students, and researchers. What it has been already mentioned is what makes this study richer not only in theory, but also in the results. The selected topic to make this research is “The Impact of Oral Corrective Feedback on the Participation of Students in Advanced Intensive English II groups 05, from the Bachelor in English Teaching, and 09 from the Bachelor in Modern Languages at the Foreign Language Department, at the University of El Salvador Semester I 2017” Topics such Corrective Feedback, Error analysis, Procedures for Giving Feedback during Oral activities, different types of Corrective Feedback (explicit, recast, clarification request, metalinguistic, elicitation and repetition), and theory about Participation, and different factors that some studies show are the cause of the lack of participation during oral activities. Besides that, it is given a contextualized example for every corrective feedback type. These types of corrective feedback are applied in oral interactional tasks. In addition, at the end of presenting the theory, it has been applied a triangulation of data to compare and contrast the perspectives of what the corrective feedback used during classes and the impact it has on the participation of students from University of El Salvador in the semester I. This investigation project succeeded in having the theoretical background concerning to the topics mentioned above and having the participation from the teachers and students from the Advanced Intensive English II.

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