Abstract:
The study was designed to investigate the teachers' provision of oral corrective
feedback and students' reaction to it. The design of the study was a descriptive survey
method employed by using both quantitative and qualitative approaches. The study was
conducted on 180 grade 10 students in Hadero Tunto Woreda three secondary
government schools using simple random sampling techniques and 6 English language
teachers were selected using purposive sampling technique. In order to gather data
from the subject of the study Classroom observation, Close-ended questionnaires were
adopted and interview prepared for the students. The classrooms were observed using
observation check lists. Semi-structured interview questions were prepared to get
detailed information from the teachers and to across check the data gathered by other
tools. The observations data were analyzed in content analysis and the questionnaire
data analyzed by using SPSS 16. The data collected indicated. Oral error correction is
significant for students' oral language development. Due to this, teachers implemented
various techniques based on the nature and types of students' errors. Metalinguistic
feedback was the most frequently observed feedback type during the classroom
observation. Elicitation was the most effective, frequently used and the least effective
oral corrective feedback during the interview. Therefore, the result of observation was
taken as true of the study. There was a high need for repair on the learner participants.
On the other hand, no uptake was observed for some feedback moves among students
due to the negative feelings they developed to the practice of oral language. Finally,
some recommendations were forwarded based on the main findings of the study;
stockholder should prove training for teachers, teachers should improve their teaching
methodology, use effective techniques and motivate their students
