Corrective feedback in oral communication

Abstract

The core intention of this study was to determine and analyze the different types of oral corrective feedback in oral communication classes. Specifically, it sought to answer the following research queries: 1. What type of oral corrective feedback is used by oral communication teachers in improving oral communication skills? 2. What type of oral corrective feedback is the most preferred by students in improving oral communication skills? 3. What is the level of effectiveness of oral corrective feedback as perceived by: a. teachers; and b. students? 4. What is the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students? Hypothesis: There is a significant difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students. This study had been based on the concept of descriptive survey method and triangulation which included an adopted questionnaire for teachers and students, a classroom observation for teachers, and a focus group discussion for teachers during the first trimester, S.Y. 2017-2018. To treat the data, the following were used; first, to determine the type of oral corrective feedback used by oral communication teachers in improving oral communication skills, frequency (median) was used to represent the frequency of usage of the types of oral corrective feedback due to the presence of extreme values in the data; second, to determine the type of oral corrective feedback preferred by students in improving oral communication skills, mean was used; third, to determine the level of effectiveness of oral corrective feedback as perceived by teachers and students, mean was used; and, to determine the difference in the level of effectiveness of oral corrective feedback as perceived by teachers and students, non-parametic equivalence for t-test which is the Man Whitney U Test was used.