EXPLORING THE SPEECH ACTS OF TEACHER’S ORAL CORRECTIVE FEEDBACK IN EFL WRITING CLASSROOM

Rania Nur Abdilla, Nurjalia Kairoty, Shofa Abidah

Abstract


An essential component of the writing-learning process is corrective feedback (CF). One of the strategies used by the teacher in giving CF is oral corrective feedback (OCF). It concentrates on identifying and correcting common errors and omissions so that students can develop their writing skills. This study employed the qualitative approach with case study design. Audio recording and interviews were employed to gather the data. The participants consisted of one lecturer who taught the thesis proposal writing class and three students who joined the course. The frameworks from Takahashi and Bebe (1993) and Ellis (2009) were employed to analyze the teacher's OCF. The data transcribed from the audio recording showed that the OCF used by the lecturer are direct, indirect, focused, and unfocused. Whereas, from the interview, the students perceived indirect OCF as the most effective one since it could drill students' writing ability and challenge them to solve their own errors in writing. in other words, it will be beneficial to incorporate both direct and indirect CF. However, for the tertiary level, indirect and metalinguistics CF will serve more benefits for the students' writing performance.

Keywords: Speech acts, Oral corrective feedback, Writing, EFL


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References


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