| dc.description.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. | en_US |
