Students' perceptions of teachers' oral corrective feedback in English speaking classes

Abstract

Errors and mistakes are a natural part of language learning, but without proper correction, they can become fossilized and hinder communication. Hence, this study explores students’ perceptions of teachers’ oral corrective feedback in English speaking classes at the School of Foreign Languages, Can Tho University, focusing on their preferences regarding feedback types and timing. Through a mixed-method approach, the study collected data from 100 students via a questionnaire and from 6 interviewees through semi-structured interviews. The findings reveal that students favor metalinguistic feedback most for its effectiveness in deepening their understanding of errors, while recast and elicitation are also preferred due to their communicative nature, though some students struggle to recognize the corrections. In contrast, clarification requests, explicit correction, and repetition are less favored due to concerns about stress and effectiveness. Regarding feedback timing, most students prefer delayed feedback as it allows them to maintain fluency and confidence, while post-delayed feedback and immediate feedback are still valued for reinforcing accurate language use. These findings highlight the need for a flexible and adaptive feedback approach that considers students’ needs, classroom contexts, and learning objectives to enhance speaking skills and create a supportive learning environment.