Abstract
Feedback is one of the most significant elements in the process of teaching and learning. It serves as a tool to enhance students’ second language proficiency. Thus, the purpose of this study is to investigate how oral feedback is viewed and how it has been maneuvered to assist second language learner’s linguistic competence from the viewpoint of English teachers. Teachers’ perception of feedback is very important because it will determine the amount of feedback used in the process of teaching and learning. This is a qualitative study employing case study research design. It was conducted to 10 English language teachers from secondary schools in Malaysia The instrument used in this study was a semi-structured interview. Data collected from the interview were analyzed using thematic analysis. Several themes have been found during data analysis such as feedback as tool for motivation, oral feedback and learning from mistakes, students’ acceptance of teachers’ oral feedback and feedback as a medium to develop language proficiency. The result indicated that English teachers in Malaysia generally showed positive perception of oral feedback. Furthermore, teachers also reported to have noticed improvement in students’ language competence by listening to teachers’ feedback. Therefore, appropriate measure should be taken to ensure that teachers can provide effective oral feedback during teaching and learning.
Highlights
Feedback, whether oral or written has long become a focal point in teaching and learning (Baz, 2016)
The introduction of Malaysian Education Blueprint (2013-2025) and Common European Framework of Reference (CEFR) calls for an upgrade in English language and feedback certainly plays an important part in this upgrade
This study aims to fill the gap by investigating Malaysian secondary ESL teachers’ perception of oral feedback. Another reason that motivates this study is to investigate the effectiveness of oral feedback to assist and improve students’ English language proficiency
Summary
Whether oral or written has long become a focal point in teaching and learning (Baz, 2016). It is imperative for them to be well-informed on the basic principles underlying the process of giving feedback. They need to understand that feedback is very essential to develop second language proficiency (Boud & Molloy, 2013). Oral feedback acts as a catalyst to student’s language progression. Failure to integrate feedback in teaching and learning might delay student’s language progress. This matter should be enlightened to teachers since they are the individual who is responsible to give feedback. Parents can be assured that teachers are able to provide effective feedback which will benefit their children’s’ language progress
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