A COMPARISON BETWEEN STUDENTS AT DIFFERENT PROFICIENCY LEVELS ABOUT THEIR PREFERENCES FOR AND ATTITUDES TOWARD TEACHERS’ ORAL CORRECTIVE FEEDBACK IN SPEAKING SKILL AT FELTE, ULIS, VNU

Abstract

This study tackles the practice of teachers’ oral corrective feedback in speaking lessons. Specifically, the study investigates the perception and preferences of students at different levels of proficiency toward teachers’ oral corrective feedback. The research was carried out among 150 participants from two different courses at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi. The data were collected solely by mean of questionnaire, which included both close-ended and open-ended questions. The study firstly figured out from the result that the majority of students from both courses show positive perception of teachers’ oral corrective feedback provision in speaking lessons. Secondly, two courses of students share some preferences toward types of teachers’ oral error correction in common when elicitation technique is highly appreciated and the most favored type of teachers’ oral error correction rated by both groups of students. Besides, the study also revealed that clarification request is the least favored technique and it is considered unfriendly, unclear and unnecessary. Finally, it is noticeable that pronunciation errors and inappropriate expressions are two type of mistake that both groups of students concern the most and they want their teachers to focus on correcting these mistakes more in speaking lessons. Besides, first year students specifically have a strong favor toward grammar mistakes, while this type of error is the least concerned to the tertiary level. Basing on these findings, the paper offers some discussions and suggestions for further studies.