An Observation of an Efl Teacher‟s Oral Corrective Feedback in a Communication-oriented Classroom

Abstract

Teacher's oral corrective feedback is one of the ways to facilitate and improve students' EFL speaking skills by helping students recognize and correct their mistakes. This research aims to identify the type of oral corrective feedback used by an EFL teacher in an English communication-oriented classroom. An observational study was used in this research by observing a class of 36 students with a range of speaking ability from beginner to intermediate. The main participant observed in this study was an English teacher at a senior high school in Yogyakarta who was familiar with oral corrective feedback. This research revealed that out of the six types of oral corrective feedback classified by Lyster and Ranta (1997), the participant used four types during English communication- oriented class: explicit corrections, recasts, requests for clarification, and metalinguistic comments. Meanwhile, elicitation and repetition were not used during a communication-oriented class. In addition, these findings showed that explicit corrections were the most frequently used type and recast were the second frequently used types of teacher's oral corrective feedback during a communication-oriented class. Then, request for clarification and metalinguistic comment were used once.