ENGLISH-MAJORED STUDENTS’ PERCEPTIONS OF TEACHERS’ ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING LESSONS IN VIETNAM
DOI:
https://doi.org/10.63506/jilc.0903.362Keywords:
corrective feedback (CF); teachers’ oral CF; English majors; perceptions; EFL speakingAbstract
Over the past two decades, corrective feedback (CF), in both oral and written forms, has been widely acknowledged as one of the key topics of discussion in second or foreign language pedagogy and research. However, English-majored university students’ perceptions of teachers’ oral CF have been relatively underexplored. This study investigated second-year English-majored students’ views on teacher-provided oral CF in English-as-a-Foreign-Language (EFL) speaking lessons at a university in Central Vietnam. The research collected questionnaire data from 200 respondents. The findings revealed that students valued CF, especially when it targeted errors that hindered communication or occurred repeatedly. Moreover, CF was preferred after students’ speaking turns, and CF strategies such as metalinguistic clues, didactic recasts, and explicit correction were favored. These insights provide practical guidance for teachers in delivering timely, targeted, and effective CF in English speaking classes.
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