مجلة إشكالات في اللغة و الأدب
Volume 14, Numéro 4, Pages 524-541
2025-12-02

Oral Corrective Feedback In The Algerian Tertiary Efl Speaking Classes: Students’ Beliefs And Preferences



Authors : Kebieche Amin .

Abstract

Abstract: A goodly number of studies have, in some measure, unravelled the mysteries of corrective feedback practices. Notwithstanding the recent unprecedented interest in oral corrective feedback evinced by the scholarly circles, this seemingly simple yet complex phenomenon remains under-researched. This paper however attempts to investigate students’ beliefs about corrective feedback in their speaking classes in terms of its efficacy, timing, and types. To that end, a questionnaire was administered to 60 second year EFL students at the University of Jijel to collect the data and then analyze it by means of descriptive statistics. The findings showed that the students were positive about corrective feedback and preferred delayed to immediate feedback. Recasts aside, in crude terms, the students seemed more inclined towards explicit feedback types, namely explicit correction, meta-linguistic feedback, and paralinguistic signals. The teachers are therefore recommended to provide delayed, more explicit types of feedback in order to help their students minimize their errors and promote their oral proficiency.

Keywords

corrective feedback ; explicit feedback ; feedback types ; speaking classes ; students' beliefs

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