TURKISH EFL PRE-SERVICE TEACHERS’ ORAL CORRECTIVE FEEDBACK PRACTICES

Abstract

This study investigated pre-service ELT and Turkish EFL teachers’ actual oral corrective (hereafter, OCF) practices in the classroom during their practicum. The participants of the study were twenty final-year students, who were selected randomly, with ten senior students from the English Language Teaching (hereafter, ELT) department of the Faculty of Education and ten senior students from the English Language and Literature Department (hereafter, ELL), who were taking both their courses at the Department of the Faculty of Letters during weekdays and teacher training courses at the ELT Department at Faculty of Education at the weekends, state university. Classroom observational data have been gathered through video recordings of twenty lessons. The study revealed three important results. First, both ELT and non-ELT pre-service teachers tended to employ excessive use of OCF strategies regardless of the nature of students’ erroneous utterances. In other words, they did not take into consideration whether the errors impeded the communication or not. Second, the participants targeted, for the most part, grammar (98%) and vocabulary (82.8%) errors. Finally, the participants preferred the explicit correction method (92.9%) which is a way of input-providing, not output-providing that