An Indonesian Secondary School Teacher’s Views Of Oral Corrective Feedback In Teaching Speaking: A Qualitative Case Study

Abstract

Oral corrective feedback (OCF) is currently used extensively in the teaching of speaking skills. The feedback given by the teacher as a correction on students' error production in speaking is known as oral corrective feedback (OCF). The current study examined the point of view of teacher on providing oral corrective feedback focused on speaking to students' errors using an activity theory perspective. This research was designed as a qualitative case study with an experienced secondary education teacher in Indonesian school. The result of the study shows that the participant provided oral corrective feedback in all activities in the classroom. Based on the theory activity perspective by Reynold and Teng (2020), the teacher and students are being engaged by creating interaction patterns including explain, question and answer activity, question recall, and discussion that affects students' outcome in terms of student’s skills such as critical thinking, creativity, and activeness. The findings suggest that oral corrective feedback must be applied in learning activities that are beneficial to students' skill.