Pre-Service Teacher Performance and High-School Student Uptake of Oral Corrective Feedback in EFL Classes in Da Nang
Keywords:oral corrective feedback, types, timing, target errors, student uptake, EFL pre-service teachers, high-school students.
AbstractThe study investigates how pre-service EFL teachers at the University of Foreign Language Studies – the University of Danang (UFLS – UD) perceive and perform oral corrective feedback (OCF); as well as how high-school students respond to OCF. The questionnaire was given to a random group of 32 pre-service teachers, ten classroom observations were made, and five trainees were interviewed. The results demonstrate the types, timing, and target errors of OCF given to learners by novice teachers. Furthermore, despite some matches and mismatches between perception and in-class practices of OCF types, the majority of trainee teachers were aware of the significance and efﬁciency of correcting verbal errors. As a result, while there were some cases of needs-repair or no uptake produced by learners, successful repairs recorded predominated. The study concludes with practical recommendations to promote future EFL teachers' feedback-giving practices at UFLS-UD in enhancing their professional growth and students' speaking performances at high schools in Danang.
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