Teachers’ Use and students’Attitudes toward Oral Corrective Feedback in Developing the Speaking Skill: The Case of Third Year Students of English at Mouloud Mammeri University of Tizi Ouzou

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University Mouloud Mammeri of Tizi-Ouzou
The present study is mainly concerned with teachers‟ use and students‟ attitudes towards Oral Corrective Feedback for developing the speaking skill. It attempted to determine whether Oral Corrective Feedback helped students to master Oral skill and help them to carry out their English language study. The investigation was conducted in the department of English at Mouloud Mammeri University of Tizi Ouzou, under Lyster and Ranta‟s(1997) Discourse Model Theory on Oral Corrective Feedback. Our research is based on a mixed method approach which combines quantitative and qualitative methods. Thus, two questionnaires were administered to third year students of English as well as their teachers of the oral module and a structured interview recorded six teachers in the same department. The results of our investigation revealed that teachers of the oral module provide their students with the correction most of the time. In this respect: recast, metalinguistic request, elicitation and repetition types of correction are mostly used. Furthermore, from the analysis of the students‟ questionnaire we have found that they like their teachers‟ oral feedback types; however they show their dislike over repetition as a corrective strategy. Lastly, we can say that not all students‟ benefit from the teachers‟ corrective feedback; according to teachers, this is due to: “student‟s level and understanding”, “intelligence” and “capacities”.
Oral corrective feedback, speaking skill, oral feedback types, repetition, recast, metalinguistic request, elicitation.
Langage et Communication.