Teacher’s Corrective Feedback on Spoken Error and Students’ Perception
- 10.2991/assehr.k.200819.066How to use a DOI?
- Corrective feedback, spoken error, students’ perception
The teacher has an important role in giving feedback to the students about their errors to avoid fossilization. This research aimed to find out corrective feedback teacher’s types provided on spoken error and to examine the students’ perception toward the corrective feedback. This research was document analysis toward some research related to the corrective feedback. The result indicated that explicit correction and recast are the most frequent type used by the teacher. Moreover, students’ perception of the teacher’s corrective feedback was positive. Students agreed that errors should be corrected. The researcher also found that corrective feedback did not always give positive effects but also negative effects. It is crucial to give feedback in an appropriate way to avoid students’ anxiety.
- © 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 - Noviwi Halenci AU - Yetti Zainil PY - 2020 DA - 2020/08/19 TI - Teacher’s Corrective Feedback on Spoken Error and Students’ Perception BT - Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019) PB - Atlantis Press SP - 325 EP - 328 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200819.066 DO - 10.2991/assehr.k.200819.066 ID - Halenci2020 ER -