Abstract
This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class. It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.
Highlights
Corrective feedback becomes a controversial issue in second language acquisition research (Agudo, 2013; Brown, 2007; Rezaei et al, 2011)
4.1 Types of Oral Corrective Feedback Used in the Conversation Class
E 3 This study provides an understanding of the implementation of oral corrective feedback used in the conversation class
Summary
Corrective feedback becomes a controversial issue in second language acquisition research (Agudo, 2013; Brown, 2007; Rezaei et al, 2011). Its effectiveness while being implemented in the class becomes the subject of debate (Agudo, 2013; Chen et al, 2016). In spite of the good potential of implementing corrective feedback in the. Nurkamto & Suparno, Oral Corrective Feedback: Exploring the Relationship between Teacher’s Strategy and Students’ Willingness to Communicate | 241 class, most researchers come up with divergent results. Its impact on second language learners’ performance is an interesting topic of discussion (Ayhan et al, 2011)
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