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
Highlights
1.1 Background of the Study The goal of second language or foreign language teaching is to develop communicative competence and to enable learners to use language accurately and fluently for communicative purposes (Spada, 2011)
As a result of this the current study focuses on the teachers’ actual practice of oral error corrective feedback provision and learners preference for oral error corrective feedback in the EFL classroom
4.1 Discussion This study focused on exploring EFL teacher’s practice of giving oral error corrective feedback and learners preferences for oral error correction
Summary
1.1 Background of the Study The goal of second language or foreign language teaching is to develop communicative competence and to enable learners to use language accurately and fluently for communicative purposes (Spada, 2011). Language teaching and learning is all about the accuracy and fluency because language learning mainly focuses on the mastery of four language skills. It calls for well-designed teaching procedures, active involvement of teachers and students, good feedback provision and good techniques of teaching to enable students at different level to make use target language appropriately (Pawlak, 2014). As Pawlak (2014) points out one type of feedback provided in EFL setting is oral error corrective feedback and this feedback type is perceived as an isolated phenomenon that just happens in the classroom because learners are bound to produce inaccurate language forms and teachers have to deal with them in one way or another, as it is part of their job
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
