A Longitudinal Study on Teachers’ Feedback on Speech Errors of Young Children from Multicultural Families and Children’s Uptake of Feedback

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Key Points

This research aims to explore how teachers' feedback affects speech error correction and uptake among young children from multicultural families.
Conducted in Seoul and Gyeonggi areas over three years from October 2022 to January 2025.
Analyzed interactions between four multicultural children and two teachers through five observation sessions.
Performed frequency analysis on feedback and error correction responses.
Grammar errors were the most common type of speech error among the children.
Explicit corrections and prompt feedback led to a higher completion rate of corrections, while repetitions of errors saw lower correction rates.
Differences were noted in feedback effectiveness based on the children's age and Korean language proficiency.

Longitudinal study explores feedback effects on speech error correction in multicultural children, suggesting tailored feedback is vital.

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Minjin Kim (2026) studied this question.

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