English Language Teachers’ Feedback On Students’ Oral Activities: Goh And Gorker Secondary Schools In Focus

Abstract

The purpose of this study was to examine oral corrective feedback strategy employed by nine teachers in two secondary school in South Omo zone south Ari woreda Goh and Gorker secondary schools. Analysis and discussion were based on the data collected from questionnaires, interviews and observation. The focus of the study was to identify which type of oral corrective feedback frequently teachers employ, how students uptake and what are the challenges in implementing oral corrective feedback. The questionnaire was administered to all the nine teachers of the two secondary schools. The descriptive statistics such as frequency and percentages were used to analyze the data quantitatively. On the other hand, the data gathered through both observations and interviews were analyzed by using descriptive survey method of data analysis. The results of the analysis of the qualitative and quantitative data revealed that recast type of oral corrective feedback was the least preferred type used to correct both grammar and pronunciation errors while repetition type of oral corrective feedback was the most common for both grammar and pronunciation type of error. Repetition also seems to lead to successful uptake with two self- and two peer-corrections. The teacher repeated students’ utterances without changing anything but by emphasizing on the error. The remaining discovery was challenges that participant encounter when implementing oral corrective feedback: These are lack of sufficient information and training to implement various type of oral corrective feedback. In addition to this, poor English language background of teachers.