Efl Undergraduate Students’ Oral Corrective Feedback Preferences: A Survey Study

Abstract

EFL undergraduate students' oral corrective feedback preferences remains an under-researched topic in Indonesia context. This paper aims to identify EFL learners’ preferences about corrective feedback in their learning process. A survey study was employed by adapting Salehi and Pazoki (2019). The participants of the study are students completing Academic Speaking coursework in the Department of English Language Education in a private university in Indonesia. 59 participants involved in the study. The findings show that peer correction is the most preferred oral corrective feedback (M= 3.74, SD= 1.08), followed by teacher correction (M= 3.37, SD= 1) and self-correction (M= 3.24, SD= 1.08). In terms of oral corrective feedback method, elicitation is the most preferred (M= 4.00, SD= 1.00), followed by: recasts (M= 3.93, SD= 0.84) and clarification (M= 3.93, SD= 0.83) with equal rating, corrective meta-linguistic (M= 3.92, SD= 0.90), explicit feedback (M= 3.90, SD= 0.85), and the least preferred is repetition (M= 3.15, SD= 1.13). Finally, all students agree to some extent that all types of errors in grammar, pronunciation, vocabulary, disfluency, need to be corrected, especially repeated error (M= 4.15, SD= 0.81) and fossilised error (M= 4.44, SD= 0.82)