| dc.description.abstract | EFL undergraduate students' oral corrective feedback preferences remains an
under-researched topic in Indonesia context. This paper aims to identify EFL
learners’ preferences about corrective feedback in their learning process. A survey
study was employed by adapting Salehi and Pazoki (2019). The participants of the
study are students completing Academic Speaking coursework in the Department
of English Language Education in a private university in Indonesia. 59
participants involved in the study. The findings show that peer correction is the
most preferred oral corrective feedback (M= 3.74, SD= 1.08), followed by teacher
correction (M= 3.37, SD= 1) and self-correction (M= 3.24, SD= 1.08). In terms of
oral corrective feedback method, elicitation is the most preferred (M= 4.00, SD=
1.00), followed by: recasts (M= 3.93, SD= 0.84) and clarification (M= 3.93, SD=
0.83) with equal rating, corrective meta-linguistic (M= 3.92, SD= 0.90), explicit
feedback (M= 3.90, SD= 0.85), and the least preferred is repetition (M= 3.15,
SD= 1.13). Finally, all students agree to some extent that all types of errors in
grammar, pronunciation, vocabulary, disfluency, need to be corrected, especially
repeated error (M= 4.15, SD= 0.81) and fossilised error (M= 4.44, SD= 0.82) | en_US |
