An exploratory study of teacher’s oral corrective feedback in the government secondary schools of Bangladesh

Abstract

This research explores how teachers implement oral corrective feedback in the English language classes of the Bengali medium Government Secondary Schools. Research studies show that that oral corrective feedback is an essential component that serves as a consciousness raising factor to students and plays a vital role in creating the scaffolding that teachers provide to students for promoting language development. By examining the perspectives of the classroom data, the teachers’ and the students’ opinions, this study attempts to find out the effects of the oral corrective feedback strategies used by the teachers in the classroom and how it contributed to learner’s uptake. This research conducts both qualitative and quantitative study through classroom observation, teachers’ interviews and students’ surveys which are analyzed and interpreted individually. Finally, the study explores how oral corrective feedback can contribute to students’ uptake and how it could be used for students’ English language development.