Teacher’s Corrective Feedback on Spoken Error and Students’ Perception

DOI

10.2991/assehr.k.200819.066How to use a DOI?

Keywords

Corrective feedback, spoken error, students’ perception

Abstract

The teacher has an important role in giving feedback to the students about their errors to avoid fossilization. This research aimed to find out corrective feedback teacher’s types provided on spoken error and to examine the students’ perception toward the corrective feedback. This research was document analysis toward some research related to the corrective feedback. The result indicated that explicit correction and recast are the most frequent type used by the teacher. Moreover, students’ perception of the teacher’s corrective feedback was positive. Students agreed that errors should be corrected. The researcher also found that corrective feedback did not always give positive effects but also negative effects. It is crucial to give feedback in an appropriate way to avoid students’ anxiety.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Noviwi Halenci
AU  - Yetti Zainil
PY  - 2020
DA  - 2020/08/19
TI  - Teacher’s Corrective Feedback on Spoken Error and Students’ Perception
BT  - Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)
PB  - Atlantis Press
SP  - 325
EP  - 328
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200819.066
DO  - 10.2991/assehr.k.200819.066
ID  - Halenci2020
ER  -