Students’ Perception of Teachers’ Oral Corrective Feedback on Speaking Performance: A Case at A University in Vietnam
Abstract
In the context of globalization and modernization, English is indispensable for Vietnam's engagement in global development. Nevertheless, a significant number of English language students are unaware of the obstacles and errors that they make when speaking. This study premises that speaking can be enhanced through teachers' feedback, particularly oral corrective feedback (OCF). Conducted both quantitatively and qualitatively through the tools of a questionnaire, interviews with students and teachers, and classroom observation, the current study aimed to investigate the perspectives of English-majored students regarding their teachers’ OCF. The results reveal that students exhibit positive perceptions when provided with OCF on the errors made during their speaking performances. The interviews and class observations of both students and teachers highlighted a variety of strategies for delivering OCF that are well - suited to Vietnamese students in general and specifically tailored to the context of students at Thu Dau Mot University (TDMU). These strategies are based on the timing, categories of errors, and appropriate methods to give oral corrective feedback.