Preferencias acerca de la Retroalimentación Oral Correctiva en las aulas de inglés como lengua extranjera en la ESPOCH
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Abstract
Oral Corrective Feedback (OCF) is considered a key tool to improve students’ skills in EFL classrooms worldwide. Therefore, it is important to identify in which ways students prefer to be corrected, as well as how professors prefer to amend students’ errors. In this context, more accurate techniques can be implemented in the classroom to improve the teaching-learning process. This investigation aims to analyze preferences for Oral Corrective Feedback (OCF) in EFL classrooms at ESPOCH. Qualitative-quantitative methods are employed in this study, considering also descriptive, analytical, and correlational aspects of research. The results reveal that students as well professors believe that OCF is necessary and effective. Likewise, students and professors agree that OCF should be given after the student has finished his participation. Moreover, content and form errors should be corrected according to students’ and professors’ points of view. Furthermore, recast and repetition of error were chosen by pupils and lecturers as the favorite types of OFC. Consequently, it is recommended to continue using OCF as a tool to improve the teaching-learning process of English. Additionally, professors should offer OCF with a positive and respectful attitude toward students. Moreover, it is advisable to favor recast and repetition of error over other types of OCF.
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