Students’ Perceptions of Oral Corrective Feedback in Secondary School English Speaking Classes

Abstract

This study investigates students’ perceptions of oral corrective feedback (OCF) in English speaking classes at the secondary school level. The study examines students’ perceptions of OCF, their preferred feedback types, and the effects of feedback on speaking confidence. A quantitative descriptive design was used. Data were collected through a questionnaire with five-point Likert scale items from 25 Grade 7 and Grade 9 students in Tay Ninh province, Vietnam. The data were analyzed using descriptive statistics. The findings show that students generally have positive perceptions of oral corrective feedback. Most students believe that OCF helps improve speaking accuracy and awareness of errors. Students preferred supportive feedback types such as recasts, metalinguistic feedback, and elicitation. In addition, delayed feedback was more preferred than immediate correction because it made students feel more comfortable during speaking activities. The results also indicate that oral corrective feedback has both positive and negative effects on speaking confidence. While feedback increased students’ motivation and participation, some learners felt anxious when corrected publicly. Overall, the study suggests that teachers should provide feedback in a supportive and appropriate way to improve students’ speaking development and confidence.