Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms
- https://doi.org/10.2991/assehr.k.200406.029How to use a DOI?
- corrective feedback, EFL classrooms, oral production
Corrective feedback which requires the appropriate strategies in treating learner errors during the classroom interaction is known to have a greater impact on younger learners than to the older ones. Regarding this issue, this research paper investigated teachers’ strategies in providing corrective feedback along with students’ perception of teachers’ corrective feedback strategies in adolescents classroom which are still rarely examined. This research involved four teachers and twelve junior high school students in two EFL classrooms in an English course in Bandung. A case study was employed in this study by conducting classroom observation through field notes and audio-video recording as well as interviews to collect the data. Based on the research findings, it was revealed that the eight corrective feedback strategies were employed during the classroom interaction. However, only the input-providing strategies were applied consistently by all teachers while the distribution of output-prompting strategies was varied among the teachers. Among those strategies, teachers mostly preferred recasts to correct learner errors which accounted for 51% of the total occurrences. Besides, it was revealed that most students expected their errors to be corrected through the use of explicit correction and perceived corrective feedback as a beneficial contribution to their language learning.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nida Mujahidah Fathimah PY - 2020 DA - 2020/04/09 TI - Teacher’s Corrective Feedback to Students’ Oral Production in EFL Classrooms BT - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019) PB - Atlantis Press SP - 143 EP - 147 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200406.029 DO - https://doi.org/10.2991/assehr.k.200406.029 ID - Fathimah2020 ER -