A Pre-Service Teacher’s Oral Corrective Feedback Strategies In An EFL Vocational School: An Observational Study

Abstract

Currently oral corrective feedback (OCF) has a big role in teaching EFL speaking skills. Oral corrective feedback (OCF) is the feedback which is given by the teacher as a correction on their error production in speaking. Sometimes students do not notice their mistake and teacher has to take action on this by giving oral corrective feedback (OCF). This study aims to describe oral corrective feedback (OCF) of a pre-service teacher in an EFL vocational high school. This research was designed as an observational study. The participant was a pre-service English teacher in a vocational high school in Yogyakarta. The result of this study shows that the participant used recasts, clarification request, explicit correction and elicitation as oral corrective feedback (OCF) strategies by Lyster and Ranta (1997) theory. As a conclusion, the participant mostly use recast (4 out of 7 total of correction) as the oral corrective feedback (OCF) strategy. The results of this study also have been confirmed by the participant through member checking after the analyses were completed that recast is considering to use depends on student’s English proficiency. It can be seen that students have low-intermediate English proficiency with limited vocabulary knowledge based on their responses and work on assignment in the classroom.