FEEDBACK THAT SPEAKS: UNCOVERING STUDENTS’ PERCEPTIONS TO CORRECTIVE FEEDBACK IN FORMAL SPEAKING CLASS

Muhammad Herdiyansyah; Soni Mirizon

Authors

Muhammad Herdiyansyah Sriwijaya University
Soni Mirizon Universitas Sriwijaya

Keywords:

corrective feedback, speaking skill, student attitude

Abstract

This study examines how students feel about receiving corrective feedback from lecturers in the Speaking for Formal Interaction course and how it helps them become more proficient speakers. English education students participated in the study, which used a case study design. After being gathered via focus groups and questionnaires, the data was subjected to a thematic analysis. According to the findings, students believe that corrective feedback is crucial, particularly in formal settings. Direct correction was preferred by 27.4% of the 95 respondents, followed by recast (26.3%) and metalinguistic feedback (21.1%), indicating a preference for clear, direct feedback. This is corroborated by the fact that 12 out of 20 FGD participants preferred Direct Correction due to its advantages for clarity and retention. Students of all proficiency levels emphasized its linguistic and affective benefits. According to the study, in order to improve speaking performance, lecturers should establish a supportive environment and balance the different kinds of feedback.

References

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3–18.

Fadilah, N. (2019). Teachers’ corrective feedback in EFL classrooms: A case in Indonesian context. Journal of English Language Teaching and Linguistics, 4(2), 168–180.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.

Gharani, R., Asady, H., & Namaziandost, E. (2023). The role of oral corrective feedback in EFL learners' speaking accuracy. Language Teaching Research Quarterly, 32(1), 55–70.

Loewen, S., & Sato, M. (2018). The Routledge handbook of instructed second language acquisition. Routledge.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.

Mahara, A., & Hartono, R. (2024). Exploring students’ motivation and confidence in speaking through corrective feedback. Journal of English Pedagogy and Practice, 9(1), 101–110.

Maslucha, R., Sari, D. M., & Pratiwi, N. S. (2024). The influence of teacher's corrective feedback on EFL learners’ affective filter. Journal of Language Education and Practice, 6(2), 88–98.

Sa’adah, I., Ramadhani, D., & Muniroh, L. (2018). The effectiveness of corrective feedback for EFL beginners. English Journal of Education and Literature, 5(2), 74–82.

Suryani, L. (2020). Students’ speaking anxiety in formal English classroom interaction. Journal of Foreign Language Teaching and Learning, 5(1), 34–43.

Tarigan, A., Putri, S. A., & Marlina, D. (2023). Corrective feedback and its role in Indonesian learners' speaking skills development. Indonesian Journal of Applied Linguistics, 13(3), 320–329.

Vergara-Torres, S., Hernández, R. M., & Rosas, J. (2020). The role of feedback in students’ motivation and anxiety in EFL classrooms. European Journal of Educational Research, 9(3), 1065–1075.

Wiyati, A., & Nur, M. (2020). Students' perception of corrective feedback in speaking class. Journal of English Language Studies, 5(1), 22–30.