The Effects of Oral Explicit Correction Techniques on High School Students' English-Speaking Skills
DOI:
https://doi.org/10.54855/ijli.25433Keywords:
explicit error correction, feedback, language acquisition, English teaching, high school studentsAbstract
Oral corrective feedback (CF) is a crucial tool in second language acquisition; however, its application in Vietnamese schools in the Mekong Delta region remains underexplored. This study employed a mixed-methods research approach, combining qualitative classroom observations and a quantitative survey, to investigate how English teachers utilized explicit verbal error correction in the classroom. Specifically, four English teachers were selected as the subjects of observation. Each teacher was directly observed during an English lesson, focusing on the feedback strategies they employed when students made errors in communication. Additionally, 171 students from these classes participated in a closed-ended questionnaire to collect learners’ views on the effectiveness and impact of explicit corrective feedback on their learning process. The data were analyzed using content analysis for qualitative data and descriptive statistics for quantitative data. The integration of field observations and learner feedback allowed the study to provide a comprehensive and in-depth examination of the implementation of explicit corrective feedback.
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