Corrective feedback preferences and learner repair among advanced ESL students

Abstract

Abstract The present study investigates the patterns of corrective feedback and learner repair present in advanced-level adult ESL classrooms, and examines both teacher and student preferences regarding that feedback. The data were collected through actual classroom observations, questionnaires, and in-depth follow-up interviews. The findings of this study were as follows: first of all, based on classroom observations, the most frequent type of corrective feedback was recasts, which generated 92.09% learner repair. Secondly, the student respondents most preferred to receive explicit and immediate corrections in the middle of their conversations and during teacher-student interactions. However, the teachers strongly disagreed that they should correct all of the students' errors and mistakes, although they recognized the benefits of teachers' corrective feedback and the efficacy of immediate correction of the students' errors to enhance their oral proficiency. Finally, in-depth follow-up interviews with students analyzed the discrepancies between their preferences and the actual classroom feedback given.