Student’s Preferences of Corrective Feedback: A Case Study

Akhmad Hairul Umam

Abstract


Students who learn second language or a foreign language will do a lot of errors during the learning process. In this case, instructors (teachers) have responsibility to repair the errors in order to prevent them doing the same errors at another occasion and make them closer to acquiring the target language. This research study examines the learners’ preferences of corrective feedback as well as to investigate the reasons of corrective feedback’s choices made by learners toward their language learning. The researcher modifies the scenario-based questionnaire which was constructed based on Lyster and Ratna’s (1997) typology of corrective feedback (CF) for the purpose of collecting data from learners’ preferences of corrective feedback types. The participants participated in this study are 30 learners of university students selected through purposive sampling. The results of the study indicated that language learners preferred direct CF more than indirect CF with the percentage Recast 27%, Explicit Correction 23%, Clarification Request 13%, Metalinguistic 10%, and Repetition 7%. This study has implications for teachers, learners, and material developers to pay attention in providing appropriate technique which is well accepted by EFL learners.

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DOI: http://dx.doi.org/10.30870/aiselt.v3i3.11111

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