Teacher’s implementation of corrective feedback in the speaking skill for 11th grade in a rural public school

Abstract

This research study presents a theoretical framework, describing and analyzing teacher implementation of the different types of corrective feedback in the students’ speaking skills during the English classes to analyze the effectiveness of corrective feedback and the students' uptake of this. The data analysis entails the English classes at a public-school during September, October, and November of 2021. The classes lasted 50 minutes each, two classes per week. The English teacher and the students of 11th grade were observed. Interviews and questionnaires were conducted on the students at the study's beginning and end. The results indicated that teachers implemented seven types of corrective feedback: explicit, implicit, recast, clarification, metalinguistic, clarification clue, and repetition. Repetition, recast, and clarification requests led among the other types of feedback implemented by the teacher, and metalinguistic was the least used. The student’s responses showed that most of them did repair uptake. This study highlights the importance of implementing corrective feedback inside the classroom and its effectiveness in improving the students' speaking skills.