Insight Into The Role Of Corrective Feedback

This thesis examines the effectiveness of corrective feedback in English as a Foreign Language (EFL) classroom. Previous studies show that teachers use a variety of corrective feedback, and a correct formulation of erroneous utterances (recast) is the most frequent, yet the least effective type of corrective feedback. However, most of the studies are conducted in ESL or immersion classrooms where instructional approaches are different from that of EFL. In the field of Second Language Acquisition, however there appears to be a growing consensus among the majority of researchers concerning the significance of the role of corrective feedback, especially recasts in the process of SLA. While corrective feedback clearly relates to both oral and written discourse, the focus of this discussion will center on oral production, since the preponderance of research has largely focused on this aspect. However corrective feedback over a short period is not sufficient to address this problem and the availability of numerous opportunities to receive corrective feedback and follow—up representation seems to be a crucial factor in deciding the efficacy of corrective feedback.The findings reveal a complex picture of corrective feedback behaviors and their effectiveness. The results of this study will provide insight into the role of corrective feedback—a study on different approaches adopted by English teachers to corrective feedback on learners'language in oral English class.