| dc.description.abstract | This study aims to determine students' perceptions of oral corrective
feedback (OCF) in learning English as a Foreign Language (EFL). OCF is one of
the strategies commonly used by teachers to help improve students' language
accuracy, especially in the context of communication. This study was conducted at
a university in Yogyakarta involving 113 students of the English Language
Education study program. The method used was a quantitative approach with a
questionnaire as the data collection technique. The instrument consisted of 19
statements divided into five dimensions: teachers' corrective behavior (M = 3.83,
SD = 0.94), explicit and implicit feedback (M = 3.88, SD = 0.96), immediate and
delayed correction (M = 3.90, SD = 0.98), linguistic targets (M = 3.67, SD = 0.93),
and types of oral corrective feedback (OCF) and willingness to communicate
(WTC) (M = 3.50, SD = 0.93). The results of the data analysis showed that the
majority of students showed positive view of Oral Corrective Feedback in the
classroom. Students tended to prefer explicit corrections that were given directly,
especially for grammatical errors. In addition, various types of feedback, such as
clarification, repetition, and metalinguistic explanations were also seen as helpful
in improving understanding and speaking skills. These findings provide an
overview of how students view the role of OCF in the learning process, and can be
input for teachers in designing correction strategies that are more appropriate to
students' needs. | en_US |
