Teachers Strategies and Students Uptake on Oral Corrective Feedback

It is indispensable for teachers to give feedback for every student to acknowledge error constructively with the support either from teacher, peers and students themselves. This study determined the strategies on oral corrective feedback given by teachers during their English class and how these students uptake on oral corrective feedback. It employed the descriptive-qualitative methods of research using content analysis. The identified data were classified into themes according to Lyster and Ranta’s model on the types of corrective feedback, Panova and Lyster (2002) and Chu (2011) that teachers use patterned to for ESL learners. Categories were developed through coding scheme using deductive and inductive approaches from the transcriptions of audio-recorded classroom observation. Results affirmed that teachers employed various oral corrective strategies when they are engaging in class discussion while students showed uptakes in the oral corrective feedback strategies. Single and combinations of multiple oral corrective feedback strategies are being used by teachers of English in their class. There are uptakes explicitly and implicitly shown in the utterances of students after the oral corrective feedback strategy.