Exploring the Preferred Application of Oral Corrective Feedback in ESL Classroom Settings

Nurfarah Saiful Azam, Hanna Insyirah Mohd Sukri and Noorfarida Filzah Mohd Sobri Paridaluddin
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Nurfarah Saiful Azam: Academy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, MALAYSIA
Hanna Insyirah Mohd Sukri: Academy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, MALAYSIA
Noorfarida Filzah Mohd Sobri Paridaluddin: Academy of Language Studies, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, MALAYSIA

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 839-848

Abstract: In a language classroom, learners are constantly working towards achieving native-like proficiency thus making them vulnerable to errors. Educators play a crucial role as feedback providers, employing various strategies to enhance learning outcomes especially when language errors are noticed or being made. Corrective feedback, in particular, stands out as an impactful strategy in providing learners feedback in ESL learning. There are six distinct types of Oral Corrective Feedback: Explicit Correction, Recast, Clarification Request, Metalinguistic Clues, Elicitation and Repetition. This research utilised a purposive sampling method tested on 340 ESL students from a local public university. It was found out that Explicit Correction has the highest mean compared to other Oral Corrective Feedback types. Therefore, based on this research, it can be concluded that Explicit Correction is the most preferred form of feedback within the ESL classroom settings. This discovery emphasizes the importance of utilising specific feedback approaches to enhance language learning experiences.

Date: 2024
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