CORRECTIVE FEEDBACK AS PERCEIVED BY AN EFL TEACHER AND STUDENTS IN SPEAKING CLASSROOM

Yustika Nur Fajriah

Abstract


Given the prominence of corrective feedback, particularly in educational context, has been reported by related studies in SLA (White, 1987; Lyster& Ranta, 1997). However, many teachers failed to develop second language acquisition through corrective feedback since they didn’t meet the effective ways in giving error correction (Hendrickson, 1976 as cited in Krashen, 1982). Given to these concerns, this study aims to investigate corrective feedback used as perceived by both EFL teacher as well as students in speaking classroom. To collect the data, this study employed open ended questionnaire, and structured interview. The findings reveal that the teacher and students perceived positively toward the importance of corrective feedback used in their speaking performance. Additionally, the explicit feedback given at the end of the students’ speaking applied by the teacher is also considered as an effective way to correct errors as perceived by students.

 


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References


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DOI: https://doi.org/10.31980/eeal%20journal.v1i1.42

DOI (PDF): https://doi.org/10.31980/eeal%20journal.v1i1.42.g19

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English Education and Applied Linguistics (EEAL) Journal is a scientific journal regularly published by Department of English Education, Institut Pendidikan Indonesia (Jl. Pahlawan No.32, Garut,Indonesia). EEAL Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Institut Pendidikan Indonesia-Garut.

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