The Implementation of Oral Corrective Feedback in EFL Classroom

Abstract

Abstract

Many studies related to corrective feedback in diverse contexts and settings have been conducted. Most of those previous studies only focused on the particular issue of corrective feedback study like the types of corrective feedback used or students’ perception of corrective feedback. Peculiarly, this current study investigates the wider issues of corrective feedback implemented in EFL’s non formal classroom. By using mixed-method research design, this study investigates the implementation of oral corrective feedback in term of; the corrector of error, the time of correction, kinds of errors corrected, types and distribution of corrective feedback types, error ignorance, the reasons of error ignorance, and completed by the students’ perception to the oral corrective feedback. The findings showed that corrective feedback was dominantly corrected by the teacher. The students’ errors were corrected immediately when the errors happened. The most corrected errors were the errors that related to the grammatical materials taught in the classroom and the errors that infect the understanding of communication called “global errorâ€. The type of corrective feedback that was mostly engaged was “recastâ€. However, many students’ errors were still ignored because the errors consisted of grammatical materials that have not been taught by the teacher when errors happened. Those corrective feedback implementations have different findings in the view of students’ perception for some terms.   

Keywords: oral corrective feedback, grammar, speaking