EFL Teachers’ Practice and Learners Preferences for Oral Error Corrective Feedback in EFL Speaking Class

Abstract

By using descriptive research design with quantitative and qualitative data gathering method, this study attempted to asses EFL (English as a Foreign Language) teachers practice of giving oral error corrective feedback and learners preferences for oral error correction. In doing so, data were gathered from grade 11 students and their English language teachers. Three English languages teachers were included for observation and interview by using comprehensive sampling technique and eight students were also selected for interview by using purposive sampling technique. Each teacher was observed three times and a total of nine classroom observations were made on four classes while EFL teachers teach speaking skills, and the data were recorded for three hundred sixty minutes. To gather quantitative data, questionnaires consists of four major parts were used. On the other hand data from classroom observations, teachers' and students' interview were analyzed qualitatively. Findings of the study revealed that EFL teachers always give oral corrective feedback on learners' oral error. Teachers were found using explicit correction strategies most of the time. Learners prefer to be corrected by their teacher always and teachers were also found to be the dominant corrector of learners' oral error. This indicated that EFL teachers' actual classroom practice is divorced with some scholarly suggested pedagogical consideration.

Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School

“…This positive stance toward corrective feedback aligns with Bulbula's study (2020), which emphasizes the prevalence of explicit correction strategies employed by EFL teachers in providing oral error corrective feedback (Bulbula, 2020). Bulbula's findings underscore the consistent preference among learners to be corrected by their teachers, emphasizing the significance of explicit correction in the context of oral error correction in EFL speaking classes (Bulbula, 2020). Additionally, Mašić and Bećirović 's study (2021), focusing on attitudes toward learning EFL among Bosnian high school students, provides valuable insights into how learners' attitudes may influence the effectiveness of corrective feedback in the EFL context.…”

“…However, a notable difference arose in timing preferences, with students favouring immediate feedback (Ha et al, 2021). This positive stance toward corrective feedback aligns with Bulbula's study (2020), which emphasizes the prevalence of explicit correction strategies employed by EFL teachers in providing oral error corrective feedback (Bulbula, 2020). Bulbula's findings underscore the consistent preference among learners to be corrected by their teachers, emphasizing the significance of explicit correction in the context of oral error correction in EFL speaking classes (Bulbula, 2020).…”

“…Moreover, both shared trends and contextual variations in feedback practices are highlighted by comparative insights from Ha (2021) and Bulbula (2020). While the dynamics of corrective feedback are the focus of this study, the broader perspective offered by these studies enriches the understanding of feedback strategies in different educational settings.…”