Students՚ Beliefs about Oral Corrective Feedback: Types, Time, and Importance The Case of Second Year Students at the Department of English, Abbes Laghrour - Khenchela
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Date
2024
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UNIVERSITÉ ABBAS LAGHROUR KHENECHELA
Abstract
Abstract
The present study seeks to investigate EFL students’ beliefs about Oral Corrective Feedback. It attempts to determine the preferred types of corrective feedback that students found most helpful and least disruptive to their learning, and to examine the appropriate timing for providing the Oral Corrective Feedback according to them, as well as explores students՚ overall beliefs about the importance and effectiveness of oral corrective feedback. The investigation was conducted in the department of English at Abbes Laghrour, Khenchela University. The research relied on a mixed method approach which combines quantitative and qualitative data; where, a questionnaire was administered to 60 second year students of English, followed by an online structured interview conducted with 10 of them. The findings of the present research regarding preferred types of oral corrective feedback, showed that students hold two divergent preferences. According to the questionnaire, they prioritize elicitation and metalinguistic feedback, signifying that they like to be corrected explicitly. However, the interview data analysis reveals that students leaned towards implicit corrections, claiming it is the best method for improving their critical thinking. In terms of feedback timing, they expressed a high preference for delayed feedback. Finally, regarding oral corrective feedback importance, all students agreed on its effectiveness in their learning journey.
Keywords: Delayed Feedback, EFL Students, Elicitation, Explicit and Implicit Correction, Metalinguistic Feedback, Oral Corrective Feedback, Students՚ Beliefs.