Preferences of Oral Corrective Feedback among Students with Different Anxiety Levels

Nur Amalia

Abstract


Abstract

Find out high anxiety and low anxiety students’ preference for oral corrective feedback practice in the English classroom activity was the aim of this study. This research was conducted in SMA Muhammadiyah Kediri, 103 students participated in this study. The researcher used two different questionnaires; language anxiety questionnaire and oral corrective feedback preferences questionnaire. The obtained data of questionnaire responses then converted into percentages. The result revealed that high anxiety and low anxiety students wanted to receive oral corrective feedback when they made spoken errors. They also preferred to be orally corrected after they finished what they want to convey. furthermore, explicit corrective feedback was the most favored types of corrective feedback among high anxiety and low anxiety students. Both groups also share the same opinion that serious spoken errors as errors which are needed to be always corrected and they valued corrective feedback from their teacher more than the other sources. In short, High anxiety and low anxiety students of SMA Muhammadiyah Kediri had similar preferences of oral corrective feedback practice in the English classroom activity. It seems that students aware of the purpose of the oral corrective feedback, so their anxiety levels do not give an impact to their oral corrective feedback preferences.

 

Keywords: preferences, oral corrective feedback, anxiety


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References


References

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