Exploring Oral Corrective Feedback in Speaking Practice: Teacher Techniques and Students' Perception

Purrwitadewi, Radinda (2026) Exploring Oral Corrective Feedback in Speaking Practice: Teacher Techniques and Students' Perception. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Corrective feedback (CF) refers to responses provided by teachers to address learners’ errors in language use. Feedback serves not only as a corrective tool but also as a mechanism for helping learners recognize their gaps and improve their language performance. In the English classroom, CF is important in speaking activities as it helps students recognize and correct their speaking errors. Without CF, students may believe that what they are saying is correct, since there is no correction or clarification. CF can generally be divided into oral and written CF. Oral Corrective Feedback (OCF) is more relevant in speaking instruction due to its immediacy and interactional nature. This thesis aims to 1) identify the type of oral corrective feedback used by the teacher and techniques during the speaking practice in the classroom; 2) examine students’ responses toward the corrective feedback provided by the teacher during speaking practice. This research used a qualitative descriptive approach. The participants of this study were one English teacher and 50 EFL students from two classes of IX grade at MTsN 2 Kediri. Data were collected through classroom observation and questionnaires. The observation was conducted directly in the classroom to examine how the teacher provided OCF during speaking activities, while the questionnaires were distributed to the students. The questionnaire consisted of 18 items with several aspects, including students’ understanding, students’ preferences for feedback, emotional responses, motivation, and the learning impact in speaking activities. The data were analyzed using qualitative descriptive, following Miles et al (2014), particularly for the classroom observation and questionnaire data. To enhance the trustworthiness of the findings, triangulation was applied by comparing the results of classroom observations with the data reported by students in the questionnaires (Creswell, 2012). The findings shows that the English teacher used several types of OCF, including recast, clarification request, and explicit correction. However, the questionnaire results showed slight differences from observation data regarding the use of metalinguistic feedback. Althought it was not observed directly, students reported its use. This difference may suggest that students interpret certain teacher explanations as feedback. Furthermore, most students responded positively to the OCF provided during speaking activities, some students also reported feelings of anxiety when receiving feedback. They felt motivated and experienced positive effects from the teacher’s corrections. Therefore, teachers may provide feedback in a flexible manner and consider students emotional conditions to create a more effective and supportive learning environment.

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