Oral corrective feedback: use and impact on junior secondary level students

Abstract

The study attempted to find out how junior secondary level English language teachers utilize their corrective feedback verbally in classroom settings. To fulfill that purpose, the research was conducted in 3 Bengali medium schools of Dhaka city. It tried to identify the types and the timing of oral corrective feedback that were used by English language teachers. Besides, it tried to find out the impact of oral corrective feedback on the performance of the students. In the study, 174 students and 6 English language teachers participated and two part survey questionnaires were used to get information from them. To collect research data, classrooms were observed too. The findings of the study revealed that junior secondary level English language teachers always corrected their students in class by mostly using ‘explicit correction’ and ‘recast’. ‘Meta-linguistic feedback’ was also utilized less frequently. Moreover, teachers mostly used ‘delayed feedback’ in terms of timing which meant they corrected the students at the end of their erroneous utterances. In the case of impact, the positive aspects of oral corrective feedback influenced students more than the negative ones.