Oral Corrective Feedback in an Intermediate EFL Conversation Class

• Published in: Kata (Surabaya) Vol. 18; no. 2; pp. 63 - 70
• Main Author: Melina Febrianti, Siauw
• Format: Journal Article
• Language: English
• Published: Surabaya Petra Christian University, English Department 01.02.2017; Petra Christian University
• Subjects: Accuracy; Classrooms; Conversational strategies; English as a second language; English as a second language instruction; English language; error; Feedback; Handbooks; Language acquisition; oral corrective feedback; pedagogical focus; Pedagogy; Research methodology; Researchers; Second language learning; Second language teachers; Teachers; Teaching; Verbal communication
• ISSN: 1411-2639; 2302-6294
• DOI: 10.9744/kata.18.2.63-70

This study was done to find out: (1) the types of oral corrective feedback (CF) strategies used by the teacher of an intermediate EFL conversation class and (2) the pedagogical focus of the oral CF in the intermediate EFL conversation class. This study was limited to oral CF given for grammatical and lexical errors found in the conversation class. The theory used as a guideline in this study was the eight major types of oral CF strategies by Sheen and Ellis (2011), supported by Sheen (2011). This study used descriptive qualitative approach. Video recording and semi-structured interview were used in this study. The writer found seven out of eight major types of oral CF strategies in the conversation class in which Didactic Recast was the strategy used the most. The teacher used the oral CF to correct both grammatical and lexical errors in the class; the emphasis, however, was on grammar. Thus, the pedagogical focus of the lesson is grammatical accuracy despite the fact that it is a conversation class because the teacher provided more oral CF strategies aiming at the learners' grammatical accuracy compared to lexical errors.