Oral Corrective Feedback: Kurdish EFL Students’ Preferences and Attitudes

Abstract

The present study aimed to assess the learners' attitudes and preferences concerning the provision of Oral Corrective Feedback (OCF) for effective learning of a second language. The study utilized a sample of 51 Kurdish EFL undergraduates as respondents. For this purpose, the data were collected using an attitudinal questionnaire. Therefore, since the collected data were numeric, they were subjected to quantitative analysis. Then for a clearer understanding of the participants' responses, the collected data were analyzed in percentage using SPSS. The findings figured out that most participants showed positive attitudes towards OCF and regarded it as an effective tool for better learning. It is also discovered that many of them prefer the teacher to provide the correction rather than self or peer correction. In terms of the timing, it is indicated that a significant number of participants chose to be corrected after they are being finished with the speech. Regarding the types of OCF, the study established that the participants were in preference of explicit correction rather than implicit strategies, which is surprising.

Pre-service EFL Teachers' Oral Corrective Feedback on Students' Foreign Language Production

“…Considering the two research above, it shows that students expect that when they make errors, the teacher as a learning facilitator is able to play a role in providing feedback in the form of corrections so that students do not keep repeating the same errors. The majority of students also stated that they were more likely to choose the corrections made by the teacher over the corrections made by their friends as well as self-correction (Barzani et al, 2022). This shows that they really need corrective feedback from the teacher to improve their ability to use foreign languages.…”

“…Due to its importance, students from different levels argued that errors made by the students should be treated (Fadilah et al, 2017). They claim that CF is an effective tool to produce better language learning performance (Barzani et al, 2022).…”

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

“…Several previous researches have been done to demonstrate the effect of errors on students" speaking fluency and it examines that English foreign language students have weaknesses in understanding and applying English sentence structure, which leads to the inability to accurately convey the meaning and give a negative effect on communication skill. They prefer to be corrected for their grammatical errors than for vocabulary and pronunciation (Barzani et al, 2022). Another previous research shows the importance of teachers to emphasize the teaching of grammar because errors occur in pronunciation and vocabulary, as they believe that the mispronouncing words have the ability to change the meaning they intend to convey, while lack of vocabulary makes it difficult to communicate in English (Wang, 2022).…”