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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 11:2 (2023) ► pp.148–172

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CLIL in Spain and Vietnam

Different contexts, different patterns of corrective feedback

ORCiD logo with link | Foreign Trade UniversityHanoi
 | Universidad Autónoma de MadridMadrid
Published online: 25 May 2023
DOI logo with link
https://doi.org/10.1075/jicb.21014.ngu
This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. Google Scholar logo with link to Google Scholar and reproduced in Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300. Google Scholar logo with link to Google Scholar was adapted for the analysis of teachers’ CF on errors of form and learners’ uptake. Participants of the study include three Spanish-native teachers in three bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit correction. More specific differences were observed in the levels of uptake and repair following each type used by different teachers across the two contexts.
Tóm tắt
Nghiên cứu được thực hiện trên cơ sở so sánh hai môi trường học tập theo phương pháp kết hợp giữa nội dung và ngôn ngữ (CLIL) – Manđrít, Tây Ban Nha và Hà Nội, Việt Nam – với trọng tâm của nghiên cứu là cách sử dụng các kỹ thuật sửa lỗi sai cho học sinh bằng hình thức miệng, trực tiếp ở trên lớp ở cả hai môi trường. Mô hình sửa lỗi sai (CF) được xây dựng bởi Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. Google Scholar logo with link to Google Scholar và phát triển bởi Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300. Google Scholar logo with link to Google Scholar được áp dụng để phân tích cách thức và hiệu quả của việc sửa lỗi sai về mặt hình thức ngôn ngữ của học sinh. Đối tượng tham gia nghiên cứu này bao gồm ba giáo viên người Tây Ban Nha tại ba trường song ngữ (Tiếng tây Ban Nha – Tiếng Anh) ở Manđrít và bốn giáo viên người Việt Nam ở hai trường song ngữ (Tiếng Việt Nam – Tiếng Anh) ở Hà Nội; tất cả các trường đều ở bậc tiểu học. Toàn bộ dữ liệu của nghiên cứu được thu thập từ các lớp khoa học tự nhiên theo phương pháp CLIL ở cả hai môi trường. Kết quả của nghiên cứu chỉ ra rằng: nhìn chung, cách thức sử dụng các kỹ thuật để sửa lỗi sai cho học sinh là tương đối giống nhau ở cả hai môi trường, với kỹ thuật “recast” – cung cấp hình thức đúng – được sử dụng nhiều nhất, tiếp đến là kỹ thuật “prompt” – gợi ý cho học sinh tự sửa lỗi sai, và kỹ thuật được sử dụng ít nhất là “explicit correction” – chỉ rõ lỗi sai và cung cấp hình thức đúng. Những đặc điểm khác biệt cụ thể về hiệu quả của từng kỹ thuật được sử dụng bởi từng giáo viên ở cả hai môi trường học tập cũng được làm rõ trong nghiên cứu này.
Article outline
  • 1.Introduction
  • 2.Oral corrective feedback in bilingual education
  • 3.The present study
    • 3.1Research questions
    • 3.2Methodology
      • 3.2.1Contexts, participants and data
      • 3.2.2Data collection and analysis
    • 3.3Results
      • 3.3.1Types of CF
      • 3.3.2Learner uptake and repair
    • 3.4Discussion
      • 3.4.1Types of CF
      • 3.4.2Learner uptake and repair
  • 4.Conclusion
  • Notes
  • List of abbreviations
  • References
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Vu, Thi Thanh Nha
2025. Content and Language Teaching: An Evolving Pedagogy for Vietnamese English-Medium Lecturers. Journal of Ethnic and Cultural Studies 12:5 ► pp. 42 ff. DOI logo

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