An investigation on the use of oral corrective feedback in Turkish EFL classrooms

Abstract

This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms. The types of corrective feedback, their distribution and the reasons of error ignorance were the foci. Four speaking classes in the English preparatory program of a Turkish state university were video-recorded for 12 hours in total and their teachers were interviewed through stimulated recalls. The video-recorded data were transcribed verbatim and the feedback types were identified based on the taxonomy of Lyster and Ranta (1997) and the interviews were analyzed through content analysis. The results demonstrated that recasts and explicit correction were the most widely used corrective feedback types, and experienced and novice teachers‟ preferences on corrective feedback type differed in recasts and clarification requests. It was also indicated that teachers sometimes ignored oral errors due to several reasons such as the lack of knowledge about the target item, unwillingness to intervene in the task or activity, tiredness of correcting the same error or paying attention not to affect students negatively

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