Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge

Much research in the field of immersion education highlights the challenges students experience in acquiring an accurate and rich L2 repertoire. This paper reports on a research study that investigated the systematic implementation of Corrective Feedback (CF) in the Irish immersion context as a potential contribution to counteracting these challenges. The study builds on previous research conducted both nationally and internationally, by analysing the most frequent grammatical errors among fifth and sixth class immersion students and then exploring how such errors are corrected in the immersion classroom setting. Thus, CF was implemented in two immersion classrooms over a five-week period in the current study. Qualitative data were gathered within a constructivist paradigm from teachers (n=2) through semi-structured interviews before and after the intervention, along with daily reflective diary entries that were completed throughout the intervention. Further data were collected from fifth and sixth class students through questionnaires (n=53) and focus group interviews (n=10) before and after the intervention. To further enhance the data collection process while also supporting the validity and reliability of research findings, one of the researchers engaged in weekly observation routines over the course of the intervention. Compelling findings illustrate that similar grammatical errors were evident in both classrooms and that, with the implementation of the systematic CF intervention, both teachers’ and students’ awareness in relation to error-correction practices increased and evolved. Stemming from research findings, implications for future research, policy and practice are discussed.