Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices

Abstract

This study conducts a critical discourse analysis of verbal feedback patterns used by teachers in English as a Second Language (ESL) classrooms. The research focuses on four types of feedback: explicit corrective feedback, implicit corrective feedback, clarification-based feedback, and interactive feedback. The study finds that explicit corrective feedback, where teachers directly point out errors, is critical for students who may struggle with error recognition. Implicit corrective feedback and clarification-based feedback, on the other hand, guide students towards self-correction, fostering learner autonomy and deepening their understanding of English language rules and conventions. Lastly, interactive feedback, which promotes a dialogue between the teacher and the student about the student's performance, encourages active participation and self-reflection in students. These different feedback patterns, when employed judiciously and in balance, can greatly enhance language proficiency, confidence, and self-directed learning in ESL students. The study underscores the importance of effective verbal feedback strategies in shaping language learning experiences and outcomes in ESL classrooms.