Classroom Based Corrective Feedback (CF) in the Development of EFL Student’s Oral Production: A Case Study on Tertiary Level Learners of Bangladesh

Abstract

This case study aims to explore the role of classroom based Corrective Feedback (CF) in developing the oral production skills of Bangladeshi tertiary level EFL students. The main focus of this research is to analyze students’ responses to corrective feedback, their inclination towards direct or indirect CF, and the regularity with which feedback is given. To assess undergraduate students’ experiences with immediate feedback, frequencies of receiving it, and the motivational effects of CF on them, data were collected through using a mixed method approach. 50 structured questionnaire responses and 30 semi-structured interviews were used to conduct the study. The findings indicated a clear preference for direct spoken feedback by the teachers, as this addresses learner’s errors immediately. While insensitive delivery of negative feedback can reduce students’ self-esteem, positive feedback leads them to develop their self-confidence and motivation. Practices of oral CF are not common due to some structural limitations, such as- limited class time and large number of students in a single classroom. Based on the interactionist and sociocultural perspectives, it is highlighted in the study the importance of timely, supportive and balanced CF practices that promotes noticing and uptake. The outcomes of this paper suggest a better environment for oral production practices to support students’ development through more frequent and structured CF.