An investigation on the use of oral corrective feedback in Turkish EFL classrooms
Abstract
This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms. The types of corrective feedback, their distribution and the reasons of error ignorance have been the focus. Four speaking classes having 27 pre-intermediate students in a Turkish state university are video-recorded for 12 hours and their teachers are interviewed through stimulated recalls. The video-recorded data were transcribed verbatim and the interviews were analyzed through content analysis. The results demonstrated that recasts and explicit correction were found to be the most widely used corrective feedback moves, and experienced and novice teachers’ preferences on corrective feedback type differ in recasts and clarification requests. It was also indicated that teachers sometimes ignore oral errors, and their lack of linguistic knowledge, not to intervene in the task or activity, tiredness of correcting the same error and not to affect the student negatively are the basic reasons of this ignorance.
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