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.

Keywords: Oral error, corrective feedback, practice, preferences

DOI: 10.7176/JLLL/66-01

Publication date:March 31^st 2020