Perceções de alunos (chineses) sobre o papel do erro e feedback corretivo no processo de ensino-aprendizagem de PLE

Abstract

In the context of foreign language (FL)/second language (SL) teaching and learning, error and corrective feedback are gaining increasing research interest and importance due to their didactic and pedagogical potential. It is thus essential to know and consider students' perceptions about their role in the process of teaching and learning the target language, which is crucial for improving teaching practices and assisting students in language learning.
This study aims to explore and investigate (Chinese) students’ perceptions of the role that error and corrective feedback can play in the teaching-learning process of Portuguese as a Foreign Language (PLE). To examine the extent to which the (Chinese) students of PLE have a positive perception of error and corrective feedback, and aware of its contribution, a questionnaire was applied to two classes of 11th grade students at Yuet Wah College. This was preceded by a theoretical reflection on the importance of examining the concept of ‘error’
and the impact of the respective feedback. The results revealed that the surveyed students recognize the importance of error and corrective feedback in the PLE teaching and learning process. However, after analyzing the collected data, it can be concluded that, unlike corrective feedback, error is not always seen positively. Furthermore, even when students are in favor of receiving corrective feedback, it was found that it can have negative impacts on some of them. This fact, combined with their perceptions of error, requires particular attention from the teacher to ensure that error is addressed in a positive and constructive way and that corrective feedback is used as a tool for the progress of Portuguese language learning.

Date of Award	18 Dec 2023
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Rita Faria (Supervisor)