EFL Students’ Responses on Oral Corrective Feedbacks and Uptakes in Speaking
Class
Gunawan Suryoputro, Gunawan
The study aims to find out the responses of Oral Corrective Feedback and Students’ Uptake on EFL students’
learning process in speaking class and to identify the most frequent type of oral corrective feedback and uptakes
by one non-native teacher and EFL students. To find out the responses and the types, the classroom observation
and interview were done. The results revealed that explicit correction is the most frequent type of oral corrective
feedback used by the teacher and self- repair as the most frequent type of students’ uptakes. Regarding the
responses of giving oral corrective feedback, the student admitted that 1) they became aware of their own errors;
2) they were motivated to improve their speaking skill; 3) their pronunciation and grammar input improved; and,
4) their vocabulary enriched. In spite of the positive responses of the students on the explicit correction, a further
study should be done with a different level of English proficiency in order to obtain comprehensive contributions
to the importance of feedbacks and uptakes in the learning process.
The study aims to find out the responses of Oral Corrective Feedback and Students’ Uptake on EFL students’
learning process in speaking class and to identify the most frequent type of oral corrective feedback and uptakes
by one non-native teacher and EFL students. To find out the responses and the types, the classroom observation
and interview were done. The results revealed that explicit correction is the most frequent type of oral corrective
feedback used by the teacher and self- repair as the most frequent type of students’ uptakes. Regarding the
responses of giving oral corrective feedback, the student admitted that 1) they became aware of their own errors;
2) they were motivated to improve their speaking skill; 3) their pronunciation and grammar input improved; and,
4) their vocabulary enriched. In spite of the positive responses of the students on the explicit correction, a further
study should be done with a different level of English proficiency in order to obtain comprehensive contributions
to the importance of feedbacks and uptakes in the learning process.