High-school Students’ Beliefs About Oral Corrective Feedback in Efl Classroom: A Survey Study

Abstract

Making errors is a typical occurrence for learners who learn English as a foreign language. Errors that occur might interfere the communication if not immediately corrected. It is debatable What type of error should be corrected, and who has the most authority to provide oral corrective feedback (OCF). The purpose of this study is to find out what students' beliefs about the target and source of OCF. This is a survey study with 226 students from senior high school joining as the respondents. This study used an instrument of students’ beliefs about target and sources of OCF from Ha and Nguyen (2021). There were 17 items divided into 2 aspects (i.e., target and sources of errors). The data were then analyzed by using descriptive statistics. In conclusion, students agreed that it is important to correct all kinds of mistakes, especially those that interfere with dialogue. Furthermore, this study revealed that students wished their teachers had given them the opportunity to practice giving feedback to one another and encouraging self-correction because it was useful. The findings revealed that students were open to having all types of errors corrected and that the teacher is not the only person who can provide feedback to them.