Abstract:
Feedback plays a significant role for all the level of students to improve their second language
learning. Although, there are various types of feedback, this study will focus only oral corrective
feedback. The purpose of this dissertation was to find out the types of corrective feedback and
how the approaches of corrective feedback are used by teachers when students make oral
mistakes or errors in the classroom at primary and secondary levels. Besides, what type of
feedback approach is most preferred and used by the teachers. In order that, the data has been
collected through the research instruments such as survey questionnaires and classroom
observation to find out how teachers provide feedback of ESL learning classroom. Then
collected data has been analyzed by both qualitative and quantitative methods. After analyzing
the responses of teachers and classroom observation, some recommendations have been
suggested for the teachers to use while providing feedback in their classroom. However, the
result of my investigation does not represent corrective feedback provided in the entire ESL
context of Bangladesh because it does not show the whole real scenarios in Bangladeshi context
of ESL classroom.
