EFL Teachers’ Feedback to Oral Errors in EFL Classroom: Teachers’ Perspectives

Abstract:

The current paper aims at identifying how EFL learners perceive teachers’ feedback when committing oral mistakes. For this purpose, a short questionnaire, having tested its validity and reliability, was designed and distributed among a sample of 103 EFL teachers. The results showed that (a) the receptive-transmission approach was the most adopted approach in the feedback process, then the constructive followed by the co-constructive approaches; (b) the clarification request was the most feedback way used by the EFL teachers while the metalinguistic way was the least one used; and the correlation coefficients were high between feedback approached and feedback ways in light of superficial vs. deep feedback. The study concluded with some relevant recommendations.