Students’ Perceptions of Corrective Feedback in  English Speaking Classes

Resdilla Pratiwi; Nur Aisyah Dalimunthe

Authors

Resdilla Pratiwi STAIN Mandailing Natal Author
Nur Aisyah Dalimunthe Author

Keywords:

Corrective Feedback, Speaking Skills, Student Perceptions, English Language Learning

Abstract

This study investigates the perceptions of fifth-semester English Department students at STAIN Mandailing Natal regarding the corrective feedback provided by lecturers during English-speaking sessions. The main objectives are to identify the types of corrective feedback used by lecturers, explore students' reactions to the feedback, and assess its impact on their speaking proficiency. The study employed a mixed-methods approach involving questionnaires and interviews, with a sample of thirty students. The findings reveal that students generally view corrective feedback positively and acknowledge its role in helping them identify and address their speaking errors. However, issues such as anxiety and fear of making mistakes remain significant barriers to fluent English speaking. The study also highlights that recasts and explicit corrective comments are perceived as the most effective forms of feedback for improving speaking skills.

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