Teachers and students’ perspectives of oral corrective feedback in non-English major classes in Nguyen Tat Thanh University

Abstract

Oral corrective feedback plays an important role in EFL classes because it contributes to the development of speaking skills among language learners. However, many studies have shown that the teachers’ and the students’ perspectives in giving oral corrective feedback have been undertaken in the Vietnamese context in general and in non-English major classes in Nguyen Tat Thanh University in particular. Therefore, the objective of this study is to investigate the relationship between teachers and students’ perspectives on the contribution and sources of oral corrective feedback. This study focuses solely on quantitative and qualitative data collected from the questionnaires and interviews, respectively for the investigated phenomena. The data consisted of questionnaires with 102 students and 18 teachers, interviews with 10 students and 5 teachers who completed the questionnaires. The findings show that both teachers and students appreciated the importance of providing and receiving oral corrective feedback in classes. However, regarding the sources of oral corrective feedback, while teachers liked peer correction as well as appreciated the role of self-correction, students lacked their confidence in correcting their mistakes by themselves and they preferred being corrected by teachers.