Abstract
This study reports the teacher‟s oral positive and corrective feedback in a classroom interaction in ESL young learner context in Indonesia. The study was conducted in a primary one class of a newly-established international school where English was used as the medium of instruction not only in English class but also in almost all subjects. It was revealed that the teacher employed more positive feedback than corrective feedback in the interaction, and in employing positive feedback the teacher preferred to utilize non-verbal cues (paralinguistic strategy) and praise markers. However, there was a potential ambiguity in employing praise markers. In employing negative/corrective feedback, the teacher tended to use explicit feedback rather than implicit feedback. Besides the above, corrective feedback was used to expand conversation, scaffold learning and negotiate meaning and form.
Highlights
In everyday classroom interaction, teacher‟s feedback plays a critical role in understanding, creating and sustaining patterns of communication which facilitates second language acquisition (Aisyah & Hidayat, 2010)
The analysis showed that positive feedback outnumbered corrective feedback
The analysis describes that the teacher utilized both, positive and corrective feedback in the interaction, he tended to employ more positive feedback than corrective feedback
Summary
Teacher‟s feedback plays a critical role in understanding, creating and sustaining patterns of communication which facilitates second language acquisition (Aisyah & Hidayat, 2010). Teachers need to maintain students‟ accuracy by focusing on the correctness of their utterance In this case, teachers may need to give negative feedback or what is commonly known as corrective feedback (see Russell, 2009; Lyster & Ranta, 1997; Ellis, 2009; Sheen & Ellis, 2011; Panova & Lyster, 2002). Cullen (2002) stated that it can build and clarify the ideas that students express (as cited in Harmer, 2007). It serves as a valuable input, gives opportunity for learners to stretch their interlanguage to meet targeted output, and functions as noticing tool (see Sheen & Ellis, 2011). Sociocultural theory considers corrective feedback as having a facilitative role to assist learners through self-correction to achieve self-regulation (Aljaafreh & Lantolf, 1994) as long as the feedback is appropriate to learner‟s affective, developmental level, and the activity the learners are involved in (Harmer, 2007)
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