To Err is Human: ESL Learners' Perception and Preference on Oral Corrective Feedback (OCF) in Classroom Practices

Abstract

The interest in error correction feedback has been very intense both in second language teaching and research. Few studies, however, have delved into learners' perceptions and preferences especially in Malaysian polytechnic setting. Hence, this study aims to investigate the preferences of English as Second Language (ESL) learners in terms of the oral corrective feedback they receive from their teachers and the oral corrective feedback method preferred by the learners. The quantitative data were elicited through a two-part questionnaire administered to the learners studying in a polytechnic institution in Penang, Malaysia. Descriptive statistics was employed in analyzing the data. The findings revealed that explicit method of error correction was the most preferred method of oral corrective feedback. Moreover, learners are receptive of receiving corrective feedbacks and they prefer the errors to be corrected by teachers as opposed to classmates or self-correction.