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Journal Journal Of Education And Teaching Learning (JETL)Journal Of Education And Teaching Learning (JETL) Abstract

This study aims to explore students perceptions of corrective feedback (CF) in EFL speaking activities and how it contributes to the development of their speaking skills. While many previous studies have focused on teachers perspectives and feedback strategies, this research emphasizes the students point of view to understand their preferences, emotional responses, and perceived benefits regarding CF. The study employed a quantitative descriptive method using a questionnaire distributed to EFL students. The data were analysed to identify patterns in students attitudes toward various types and timings of feedback. The findings reveal that students generally have a positive perception of corrective feedback. Most respondents agreed that CF helps them improve their speaking performance, particularly in areas such as vocabulary, pronunciation, and fluency. Contrary to common concerns among educators, the majority of students did not feel embarrassed or demotivated when corrected. Instead, they reported increased confidence and motivation when their errors were addressed constructively. Furthermore, students expressed a preference for both immediate and delayed feedback, indicating flexibility and awareness of different instructional strategies. The study suggests that corrective feedback plays a significant role in supporting learners speaking development. It also highlights the importance of incorporating student perspectives when designing effective feedback practices in EFL classrooms.

Conclusion

The study demonstrates that students generally hold a positive attitude toward corrective feedback, viewing it as a valuable tool for language learning.Students appreciate both teacher and peer corrections, and are adaptable to various feedback timings.The findings reinforce the crucial role of corrective feedback in fostering learner confidence, autonomy, and competence in spoken English, suggesting educators should continue integrating varied and context-sensitive feedback methods to enhance learning outcomes.

Future Research

Based on the findings, future research could investigate the long-term effects of different corrective feedback strategies on students speaking accuracy and fluency, potentially employing longitudinal studies to track progress over time. Furthermore, exploring the impact of personalized feedback tailored to individual student needs and learning styles could provide valuable insights into optimizing feedback effectiveness. Finally, research could examine the role of technology-enhanced corrective feedback tools, such as automated speech recognition and natural language processing, in providing timely and individualized support to EFL learners, potentially leading to more efficient and engaging learning experiences.

References

1. Frontiers | Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms:... doi.org/10.3389/fpsyg.2021.697160Frontiers Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms doi 10 3389 fpsyg 2021 697160
2. Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions | Huang | International... ccsenet.org/journal/index.php/ijel/article/view/64714Corrective Feedback on Pronunciation StudentsAo and TeachersAo Perceptions Huang International ccsenet journal index php ijel article view 64714
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4. Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education... ojs.unm.ac.id/ijole/article/view/19010StudentsAo Perception Toward Oral Corrective Feedback in Speaking Classes A Case at English Education ojs unm ac ijole article view 19010
5. EFL Students' Perceptions towards Lecturer's Corrective Feedback in Speaking Class | Wardani... doi.org/10.24952/ee.v11i02.10293EFL Students Perceptions towards Lecturers Corrective Feedback in Speaking Class Wardani doi 10 24952 ee v11i02 10293

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