THE IMPLEMENTATION OF IMPLICIT CORRECTIVE FEEDBACK THROUGH RECORDINGS TOWARDS EFL STUDENTS IN LISTENING AND SPEAKING ENGLISH CLASS: CASE STUDY

Abstract

Corrective feedbacks are necessary to facilitate speaking skills but are rarely used by teachers asynchronously. This research explores the implementation of implicit corrective feedback through recordings in an English Listening and Speaking class of first-year university students. The research employed a case study method. An English teacher and 23 English students acted as the informants in this study. Questionaries, interviews and the teacher’s implementation of corrective feedback were analysed. This study aimed to reveal the implementation of implicit corrective feedback through recordings by Screencast-O-Matic, how the student and teacher perceived implicit corrective feedback through recordings, and what implications the teacher and student experience. Implicit corrective feedback through recordings were given to highlight student's mistakes in their recorded monologues. The result of the study revealed the pattern of the implicit corrective feedback implementation through recordings carried out by the teacher. The perceptions from the students and the teacher on the practice were considered positive. Implicit corrective feedback through recordings improved the EFL student's speaking accuracy awareness and motivation for self-direct learning. Meanwhile, the teacher gained benefits from delivering personal feedbacks and managing time. In addition, some technical difficulties occurred though it was not a big issue.KEYWORDS: corrective feedback, EFL, speaking skills