EXAMINING STUDENTS’ ORAL CORRECTIVE FEEDBACK PREFERENCES FOR IMPROVING SPEAKING PROFICIENCY
DOI:
https://doi.org/10.22219/celtic.v11i1.29020Abstract
This article examined the fundamental OFC types that students prefer for oral corrective feedback to improve their speaking ability in speaking class. It aims to give a clearer understanding of beliefs alignment between teachers and students, thus enabling them to choose appropriate OCF techniques that will enhance students’ performance. This study also contributes to the comprehension of OCF use in the educational context of Indonesia which is aimed at evidencing data-based learning. This research was carried out at Universitas Negeri Malang specifically in the Department of English and used descriptive quantitative design through surveys where respondents were 116. The instrument of this study was a questionnaire. The result indicates that when providing OCF, student emotions and preferences should be considered since these directly affect both the kind of feedback to be given and its effectiveness. In terms of the “delivery” of the feedback, students prefer metalinguistic and recast feedback types. However, there are some discrepancies in terms of their perceived effectiveness among students. Notably, metalinguistic, repetition, as well as recast OCF types, proved most advantageous concerning proficiency development. Furthermore, indirect OCF is more favored than direct administration timing. This research implies that metalinguistic, repetition, and recast feedback are types of OCF that are suitable for use in speaking classes with the aim of improving speaking performance. Since this research has not provided a data-based explanation of how students' preferred OCF helps improve their performance, future research is expected to conduct an in-depth exploration of its successful use.
Downloads
References
Agudo, J. D. M. (2013). An Investigation into How EFL Learners Emotionally Respond to Teachers‟ Oral Corrective Feedback. Colombia Applied Linguist Journal, 15(2), 265 – 278.
Alkhammash, R., & Gulnaz, D. (2019). Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers’ Beliefs and Practices at Taif University. Arab World English Journal (AWEJ), 10.
Borg, S. (2015). Teacher cognition and language education: Research and Practice. India: Bloomsbury Publishing.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Calsiyao, I. (2015). Corrective Feedback in Classroom Oral Errors among Kalinga-Apayao State College Students. International Journal of Social Science and Humanities Research, 3(1), 394–400.
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In Corrective feedback in second language teaching and learning (pp. 3-18). Routledge.
Elsaghayer, M. (2014). Affective damage to oral corrective feedback among students in Libyan secondary schools. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(6), 74–82.
Esther Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230. doi.org/10.1016/j.system.2013.01.022
Fadilah, A. E., Anugerahwati, M., & Prayogo, J. A. (2017). EFL students’preferences for oral corrective feedback in speaking instruction. Jurnal Pendidikan Humaniora, 5(2), 76-87. doi.org/10.17977/um030v5i22017p076
Ha, X., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), 1-8.
Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in TeachersProfessional Development, 14(2), 63-75.
Jean, G. & D. S. (2011). Grammar learning in English and French L2: Students’ and teachers’ beliefs and perceptions. Foreign Language Annals, 44(4), 465–492.
Kartchava, E., & Ammar, A. (2014). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428–452. doi.org/10.1177/1362168813519373
Khunaivi, H., & Hartono, R. (2015). Teachers and Students Perceptions of Corrective Feedback in Teaching Speaking. English Education Journal, 5(2), 14–20.
Lasagabaster, D., & Sierra, J. M. (2005). Error correction: Students’ versus teachers’ perceptions. Language Awareness, 14(2–3), 112–127. https://doi.org/10.1080/09658410508668828
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. doi.org/10.1016/j.system.2019.05.006
Maolida, E. H. (2013). A Descriptive Study of Teacher’s Oral Feedback In an ESL Young Learner Classroom in Indonesia. K@Ta, 15(2), 117–123. doi.org/10.9744/kata.15.2.117-124
Maria Ulfa Mattarima, S., Afifi, N., & Suci Qamaria, R. (2022). English Study Club: How Students’ Mental Attributes Reflect Their Motivation. Celtic: A Journal of Culture, 9(1), 120–134. https://doi.org/10.22219/celtic.v9i1.18975
Mohamed, N. (2006). An exploratory study of the interplay between teachers’ beliefs, instructional practices & professional development (Doctoral dissertation, ResearchSpace@ Auckland).
Muslem, A., Zulfikar, T., & Asrila, I. (2017). Students’ perception of oral corrective feedback in speaking classes. English Education JournalNo Title. Students’ Perception of Oral Corrective Feedback in Speaking Classes. English Education Journal, 8(3), 275–291.
Nisa, Y. A. (2018). Students’ Perception on the Use of Oral Peer-Feedback in Critical Listening and Speaking 2 Course.
Novitasari, Wahyuningsih, N., & Agustin, H. N. (2022). Improving Students’ Speaking Skills Through CLIL In Tourist Guiding Online Class. Celtic: A Journal of Culture, English Language, Teaching and Linguistics, 9(1), 53–68. https://doi.org/10.22219/celtic.v9i1.20903
Nurjanah, L. N. (2021). Students' preferences towards types of oral corrective feedback for their oral proficiency improvement in speaking class/Lailatul Nurjanah (Doctoral dissertation, Universitas Negeri Malang).
Nurjanah, L., & Effendi, M. I. (2023). Strategi dalam Mengajar. Indocamp. https://www.indocamp.com
Ölmezer-Öztürk, E., & Öztürk, G. (2016). Types and Timing of Oral Corrective Feedback in Efl Classrooms: Voices From Studenİngi̇li̇zceNi̇n YabanciDi̇l OlarÖğreti̇ldi̇ği̇ SiniflardDüzelti̇ci̇ SözlüDönütleri̇nTürleri̇ Ve ZamanlamasiÜzeri̇neÖğrenci̇Görüşleri̇. 1971. http://www.novitasroyal.org/Vol_10_2/2.OlmezerOzturk&Ozturk.pdf
Septianisa, V. (2021). EFL Undergraduate Students’ Oral Corrective Feedback Preferences: A Survey Study. (Undergraduate thesis, Universitas Islam Indonesia).
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D, Cetakan ke-24. Bandung: Alfabeta.
Sugiyono. (2018). Metode Penelitian Kombinasi (Mixed Methods). Bandung: CV Alfabeta.
Suryoputro, G., & Amaliah, A. (2016). EFL Students ’ Responses on Oral Corrective Feedbacks and Uptakes in Speaking Class. International Journal of Language and Linguistics, 3(5), 73–80.
ing Class. International Journal of Language and Linguistics, 3(5), 73–80.
ation into How EFL Learners Emotionally Respond to Teachers‟ Oral Corrective Feedback. Colombia Applied Linguist Journal, 15(2), 265 – 278.
Alkhammash, R., & Gulnaz, D. (2019). Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers’ Beliefs and Practices at Taif University. Arab World English Journal (AWEJ), 10.
Borg, S. (2015). Teacher cognition and language education: Research and Practice.
Borg, S. S. (2011). The impact of in-service teacher education on language teachers’ beliefs. 39(3).
Calsiyao, I. (2015). Corrective Feedback in Classroom Oral Errors among Kalinga-Apayao State College Students. International Journal of Social Science and Humanities Research, 3(1), 394–400.
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In Corrective Feedback in Second Language Teaching and Learning, 3–18.
Elsaghayer, M. (2014). Affective damage to oral corrective feedback among students in Libyan secondary schools. IOSR Journal of Research & Method in Education (IOSR-JRME), 4(6), 74–82.
Esther Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230. https://doi.org/10.1016/j.system.2013.01.022
Fadilah, A. E., Anugerahwati, M., & Prayogo, J. A. (2017). Efl Students’ Preferences for Oral Corrective Feedback in Speaking Instruction. Jurnal Pendidikan Humaniora, 5(2), 76–87. https://doi.org/10.17977/um030v5i22017p076
Ha, X. Van, Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550
Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). NTeachers’ perceptions about oral corrective feedback and their practice in EFL classrooms. o Title. Profile Issues in TeachersProfessional Development, 14(2), 63–75.
Jean, G. & D. S. (2011). Grammar learning in English and French L2: Students’ and teachers’ beliefs and perceptions. Foreign Language Annals, 44(4), 465–492.
Kartchava, E., & Ammar, A. (2014). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428–452. https://doi.org/10.1177/1362168813519373
Kassa, A. A. (2011). Oral Corrective Feedback: An Exploratory Case Study of the Interplay Between Teachers’ Beliefs, Classroom Practices and Rationales.
Khunaivi, H., & Hartono, R. (2015). Teachers and Students Perceptions of Corrective Feedback in Teaching Speaking. English Education Journal, 5(2), 14–20.
Lasagabaster, D., & Sierra, J. M. (2005). Error correction: Students’ versus teachers’ perceptions. Language Awareness, 14(2–3), 112–127. https://doi.org/10.1080/09658410508668828
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. https://doi.org/10.1016/j.system.2019.05.006
Maolida, E. H. (2013). A Descriptive Study of Teacher’s Oral Feedback In an ESL Young Learner Classroom in Indonesia. K@Ta, 15(2), 117–123. https://doi.org/10.9744/kata.15.2.117-124
Muslem, A., Zulfikar, T., & Asrila, I. (2017). Students’ perception of oral corrective feedback in speaking classes. English Education JournalNo Title. Students’ Perception of Oral Corrective Feedback in Speaking Classes. English Education Journal, 8(3), 275–291.
Nisa, Y. A. (2018). Students’ Perception on the Use of Oral Peer-Feedback in Critical Listening and Speaking 2 Course.
Ölmezer-Öztürk, E., & Öztürk, G. (2016). Types and Timing of Oral Corrective Feedback in Efl Classrooms: Voices From Studenİngi̇li̇zceNi̇n YabanciDi̇l OlarÖğreti̇ldi̇ği̇ SiniflardDüzelti̇ci̇ SözlüDönütleri̇nTürleri̇ Ve ZamanlamasiÜzeri̇neÖğrenci̇Görüşleri̇. 1971. http://www.novitasroyal.org/Vol_10_2/2.OlmezerOzturk&Ozturk.pdf
Septianisa, V. (2021). EFL Undergraduate Students’ Oral Corrective Feedback Preferences: A Survey Study.
Suryoputro, G., & Amaliah, A. (2016). EFL Students ’ Responses on Oral Corrective Feedbacks and Uptakes in Speaking Class. International Journal of Language and Linguistics, 3(5), 73–80.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Lailatul Nurjanah, Hasti Rahmaningtyas, Rahmati Putri Yaniafari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright to publish without restrictions and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
