STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS
Abstract
This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.
Downloads
References
Adhabi, E., & Anozie, C. B. (2017). Literature review for the type of interview in qualitative research. International Journal of Education, 9(3), 86-97.
Alsolami, R. (2019). Effect of oral corrective feedback on language skills. Theory and Practice in Language Studies, 9(6), 672-677.
Altheide, D. L., & Johnson, J. M. (1994). Criteria for assessing interpretive validity in qualitative research.
Ananda, D. R., Yamin, M., & Mu'in, F. (2017). Students’ preferences toward oral corrective feedback in speaking class at English department of Lambung Mangkurat university academic year 2015/2016. Theory and Practice in Language Studies, 7(03).
Anggoro, I. (2013). Corrective Feedback Found In Speaking Class At The English Department Of Muhammadiyah University Of Surakarta (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
Asrila, I. Muslem, A., Zulfikar, T., & (2017). Students’ perception of oral corrective feedback in speaking classes. English Education Journal, 8(3), 275-291.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal.
Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper (Eds). APA Handbook of Research Method in Psychology (pp. 57-71). US: American Psychological Association.
Chee, M.W., Hon, N.H., Coplan, D., Lee, H.L., Goh,J. (2002). Frequency of concrete words modulate prefrontal activation during semantic judgments. Neuroimage.
Clarke, V., & Braun, V. (2014). Thematic analysis. in encyclopedia of critical psychology (pp. 1947-1952). springer, New York, NY.
Dalem, M. (2017). Difficulties of speaking that are encountered by English language students at Al Margeb University. Premise: Journal of English Education and Applied Linguistics, 6(2), 20-29.
Damayanti, M. E., & Listyani, L. (2020). An analysis speaking anxiety in academic speaking. ELTR Journal, 4(2), 152-170.
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.
Fan Ning (2019). An Investigation of Oral Corrective Feedback in an ESL Listening and Speaking Class. Journal of Language Teaching and Research, 10 (1), 197-203, January 2019 DOI: http://dx.doi.org/10.17507/jltr.1001.22
Fungula, B. (2013). Oral corrective feedback in the chinese efl classroom: methods employed by lecturer s to give feedback to their students.
Gringo Magbanua, J. (2017). Effects of focused direct and metalinguistic corrective feedback on L2 learners’ writing/Gringo Magbanua Jusa (Doctoral dissertation, University of Malaya).
Giantika, S. (2019). Students’ preferences toward oral corrective feedback in speaking class of the English department of IAIN Kediri. Islamic Institute of Kediri
Gulo, J. M. (2017). Students’ perception on corrective feedback giving by lecturer in speaking for professional context class. Universitas Jambi.
Halenci, N., & Zainil, Y. (2020, August). Teacher’s Corrective Feedback on Spoken Error and Students’ Perception. In Eighth International Conference on Languages and Arts (ICLA-2019) (pp. 325-328). Atlantis Press.
Hussein, R. (2017). How perception affects us: the oathways and types of perception. Retried from http://blog.cognitif.com.
Karliza, P. (2019). The perceptions of students on oral corrective feedback. Universitas Islamic Negeri Ar-raniry.
Khunaivi, H., & Hartono, R. (2015). Lecturer ’s and student’s perceptions of corrective feedback in teaching speaking. English Education Journal, 5(2).
Krosnick, J. A. (2018). Questionnaire design. In The Palgrave handbook of survey research (pp. 439-455). Palgrave Macmillan, Cham.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: an acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
Lyster, R., & Ranta, L. (2013). Counterpoint piece: the case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167-184.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 40. doi: 10.1017/ S0261444812000365
Mahmoud, G. H. A. A. (2018). Effects of corrective feedback on learners of english as a second language (ESL). International Journal of Education (IJE), 6(4).
Mastang, (2019), Students’ perception toward lecturer s’ oral corrective feedback in students speaking English at the ninth grade students of SMP negri 2 sungguminasa. (A thesis, UNISMUH).
Maolida, E. H. (2013). A descriptive study of lecturer ’s oral feedback in an esl young learner classroom in indonesia. K@ ta, 15(2), 117-124.
Muhsin, A. (2016). The effectiveness of positive feedback in teaching speaking skill. Lingua Cultura, 10(1), 25-30.
Muslem, A., Zulfikar, T., & Asrila, I. (2017). Students’ perception of oral corrective feedback in speaking classes. English Education Journal, 8(3), 275-291.
Muyashoha, A.B. & Sugianto, A. (2019) The students’ perception towards oral corrective feedback in speaking class. International Conference on English Language Teaching.
Oktavia, C. N. & Senowarsito, S., (2013). The application of spend-a-buck to enhance the student’s ability in reading report text: a case study of eleventh grade students of Man 2 Pati. ETERNAL (English Teaching Journal), 4(1).
Phuong, T. T. B., & Huan, N. B. (2018). Teacher corrective feedback on students’speaking performance and their uptake in efl classes. European Journal of Foreign Language Teaching.
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.
Solikhah, I. (2016). Oral corrective feedback in a speaking class. LINGUA: Jurnal Bahasa, Sastra, dan Pengajarannya, 13(1), 87-102
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.
Unsal Sakiroglu, H. (2020). Oral corrective feedback preferences of university students in English communication classes. International Journal of Research in Education and Science (IJRES), 6(1), 172-178.
Yanggara, R. (2020). The perception on lecturerr oral corrective feedback during students’ presentation at IAIN Palangka Raya (Doctoral dissertation, IAIN Palangka Raya).
Zhao, W. (2015). Learners’ preferences for oral corrective feedback and their effects on second language noticing and learning motivation. McGill University (Canada).
Copyright notice:
- Authors retain copyright 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 (See The Effect of Open Access)