Investigating Corrective Feedback in Speaking Practice: Students’ Preferences

Abstract

Corrective feedback (CF) has been seen as an essential facet in promoting students' second language learning, including in speaking practice. CF in speaking practice might cause a distraction if it is not provided solicitously according to how students prefer to accept. This study aims at investigating students' preferences in accepting CF during speaking practice, covering the preferences of type, manner, time and source. Additionally, this study also explores how CF contributes to students' willingness to communicate. The method used in this study was a qualitative study. The data were collected by using an open-ended questionnaire and analyzed by coding. The questionnaire was distributed to 30 EFL undergraduate students in a university in Jakarta. Explicit correction emerged as the most preferred type. In addition, the students favored being corrected explicitly as soon as they made mistakes. Further, a teacher was seen as the one who owned the authority as the source of CF. The provision of CF given by teachers promoted students' motivation and self-confidence resulting in students' willingness to communicate increased. In conclusion, learners preferred being corrected directly by the teacher as soon as they made mistakes. The more CF is given, the more students foster their confidence and motivation to communicate. It is also recommended that the teacher consider students' preferences so that CF can encourage students to speak more during speaking practice.

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