An Investigation into Teachers' Views on their Oral Corrective Feedback Strategies and their EFL Learners' Corrective Feedback Preferences during Classroom Oral Presentations: The case of First Year LMD Students and their Teachers at the University of Bejaia

Abstract

This present study focuses on two variables: Oral Corrective Feedback Strategies and Oral Expression (OE). The objective of this thesis is to investigate how (OE) teachers correct and evaluate their learners’ performances during oral presentations. We hypothesized that if teachers’ oral corrective feedback strategies are in accordance with learners’ preferences, then learners would Like to be corrected after each oral performance they make. Therefore, the aim of this study is to explore the students’ preferences of their teachers’ oral corrective feedback strategies, in order to demonstrate to the EFL instructors the importance of teachers’ corrective feedback in improving EFL learners’ oral performances. Thus, the way students prefer to be corrected from their teachers during their oral presentations. Also, to help teachers by showing them what and when students prefer to be corrected, so that they chose the appropriate corrective feedback strategies to help the students’ benefit from it. We used two research instruments to collect data: classroom observation and questionnaires. In classroom observation, we observed three groups of first year EFL students and their oral teachers of English department at Abderrahmane Mira university of Bejaia (group 3, 10 and 11), and we have distributed questionnaires for both teachers and learners. The results of the classroom observation and the questionnaire showed that the majority of students and teachers prefer the immediate corrective feedback rather than delayed corrective feedback. Some OE teachers usually prefer to give corrective feedback to their students during their oral presentations even though most of them prefer their teachers to correct every single error they make.