Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate

Lailatus Sa'adah

doi:10.30595/jssh.v2i2.2953

Abstract

Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.

Highlights

Corrective feedback becomes a controversial issue in second language acquisition research (Brown, 2007, p. 273; Martinez, 2013; Rezaei, Mozaffari, & Hatef, 2011, p. 21)
This study provides an understanding of the implementation of oral corrective feedback used in conversation class
The findings show that the teacher uses a range of oral corrective feedback types

Summary

INTRODUCTION

Corrective feedback becomes a controversial issue in second language acquisition research (Brown, 2007, p. 273; Martinez, 2013; Rezaei, Mozaffari, & Hatef, 2011, p. 21). Based on the discussion above, the researcher would like to conduct a case study on the implementation of oral corrective feedback and its relationship with the students’ willingness to communicate. The following month the students become active in this class, and sometimes join debate program and speech contest This case is unique to investigate, as we know that corrective feedback has been investigated annually in terms of correcting grammar and writing, and only a few researchers investigated its role on oral production which relate to students’ willingness to communicate. Li (2013, p.2) states that corrective feedback refers to responses to learners’ production errors, the purpose of which is, or is perceived as, remedial, regardless of whatever the errors cause communication problems Considering those definitions provided by experts above, it can be understood that corrective feedback is an action given by the teacher to eliminate errors made by the students or learners in producing the target language. If there is a feedback up taken by the students, the researcher noted whether or not the students can repair the error by themselves or the teacher did the correction

Explicit Correction

Metalinguistic

Clarification Request

DISCUSSION

CONCLUSION