An On-line Questionnaire Survey on Students’ Views and Teachers’ Practices in Corrective Feedback in Teaching Chinese to Speakers of Other Languages

Abstract

By conducting an on-line questionnaire survey, the article compared 97 international students’ views with 23 Chinese teachers’ practices on 8 issues in corrective feedback (CF) in teaching Chinese to speakers of other languages (TCSOL). Results revealed that students’ views and teachers’ practices conformed to each other in cognition of committing verbal errors, and in whether to correct; that they were mostly incongruent with each other in what to correct; that they were congruent with each other in peer correction, but not in teachers’ correction or self-correction; that they coincided with each other in indirect correction, but not in direct one, nor in immediate correction or the maximum correction frequency in one class; and that CF mainly generated positive psychological effects and better learning on students, but its pedagogical efficacy was not evidently approved by the teachers. This research aimed at gaining a deeper insight into the effectiveness of CF in TCSOL to improve the quality of TCSOL.