Journal of Undergraduate Research


corrections, international survey, oral corrective feedback




Linguistics and English Language


English teachers’ primary goal is to help their students use English as a means of communication, self-expression, and transaction. Of course, learning a second language is not a spontaneous process: it requires study, practice, and meaningful feedback. In fact, one of the teacher’s most essential roles is that of providing feedback to students, often in order to correct errors and guide the students’ learning. This current study deals with the feedback that teachers provide when their students make errors in speaking—oral corrective feedback, or OCF. While much work has been done to investigate the most effective ways of giving OCF to students, surprisingly little has been done to investigate how effectively these research-based recommendations have made it into the classroom. In order to gain a better understanding of how—or whether—teacher practices are influenced by recommendations in the research literature, we created a survey to ascertain both what teachers do in the classroom and what beliefs and external factors drive their practices.

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