ABSTRACT
This paper aims to see college students’ perceptions of oral corrective feedback in their EFL class. The number of respondents is 95 students from different study programs at the University of Tetova who attend EFL classes. The 10 Likert-scale questions tend to navigate through their preferences on the CF types, along with their correlation with students’ proficiency levels. Additionally, we aim to see what they perceive in terms of the most positively impacted aspect of language by oral corrective feedback, such as pronunciation, vocabulary, and grammar or sentence structure. Furthermore, the paper’s objective is to compare all these data with the emotional response of students after being orally corrected in their EFL class.
REFERENCES
Agudo, M., & de Dios, J. (2013). An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback. Colombian Applied Linguistics Journal, 15(2), 265-278.
Annie, T. S. Y. (2011). Exploring students’ perception of and reaction to feedback in school–based assessment. Malaysian Journal of ELT Research, 7(2).
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
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.
Ha, X. V., & Murray, J. C. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137-167.
Hartono, D., Basthomi, Y., Widiastuti, O., & Prastiyowati, S. (2022). The impacts of teacher’s oral corrective feedback to students’ psychological domain: A study on EFL speech production. Cogent Education, 9(1), 2152619.
Hussein, B. A. E., & Ali, H. I. H. (2014). Rationalizing oral corrective feedback in Sudanese EFL classrooms. International Journal of Applied Linguistics and English Literature, 3(3), 217-231.
Krashen, S. (1982). Principles and practice in second language acquisition.
Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93-109.
Lyster, R., & Ranta, L. (2013). The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184.
Maujudatul Mufidah, Z. (2017, August). The impact of oral corrective feedback on the level of language anxiety. In International Conference on English Language Teaching (ICONELT 2017) (pp. 219-227). Atlantis Press.
Muslem, A., Zulfikar, T., & Astila, I. (2017). Students’ perception of oral corrective feedback in speaking classes. English Education Journal, 8(3), 275-291.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback. Language Awareness, 25(4), 318-335.
Sakiroglu, H. Ü. (2020). Oral Corrective Feedback Preferences of University Students in English Communication Classes. International Journal of Research in Education and Science, 6(1), 172- 178.
Truscott, J. (1999). What’s wrong with oral grammar correction? The Canadian Modern Language Review, 55, 437–455
Van 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).
Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and teacher education, 28(8), 1107-1115.
Yakisik, B. Y. (2021). EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-Level Differences?. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 103-122.
Zhao, W. (2015). Learners’ preferences for oral corrective feedback and their effects on second language noticing and learning motivation. McGill University (Canada)