Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students

Asnawi Muslem,Hendra Heriansyah,Inas Astilla,Saiful Marhaban,T Zulfikar

doi:10.26858/ijole.v5i4.19010

Asnawi Muslem, Hendra Heriansyah + Show 3 more

Open Access

https://doi.org/10.26858/ijole.v5i4.19010

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Abstract

The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities. It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.

Highlights

Oral corrective feedback is an important issue that lecturers should take into account when teaching-learning speaking in the classroom at a university
This study was different from the previous studies that had been done by researchers. This current study focused on the lecturers' oral corrective feedback from students of the English education department
The questionnaire includes thirteen statements related to lecturers' oral corrective feedback in speaking classes

Summary

Introduction

Oral corrective feedback is an important issue that lecturers should take into account when teaching-learning speaking in the classroom at a university. This activity is often neglected by lecturers when students make mistakes and errors in their speaking classes. The ideal way is a lecturer should give oral corrective feedback if a student makes a mistake in speaking (Brown & Rodgers, 2002; Rydahl, 2005; Kassa, 2011; Tomczyk, 2013). Teachers’ oral corrective feedback can be embarrassing and destructive when it is used too frequently (Alqahtani and Al-enzi, 2011; Méndez and Cruz, 2012; Elsaghayer, 2014; Calsiyao, 2015). When the students think they have acquired sufficient target language and their errors last for a long time without teacher feedback, fossilisation of errors can occur (Alqahtani & Al-enzi, 2011; Calsiyao, 2015; Ellis, 2009)

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