TEACHERS’ ORAL CORRECTIVE FEEDBACK PROVISION AND STUDENTS’ UPTAKE IN EFL SPEAKING CLASSES

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