A survey report on teachers’ thought and awareness of using oral corrective feedback in the primary level: context Bangladesh

Abstract

In learning a target language, making error is an inevitable part of learning process. Oral corrective feedback is a teacher signs to indicate the learners utterance of the target language is incorrect. This study aimed to elicit the most frequent types of oral corrective feedback used when they correct their students’ oral mistakes at primary level English classroom in Bangladeshi context. The paper discussed the results of data collected by using two instruments: survey questionnaires for 25 primary level English teachers, and a check-list for classroom observations. The results revealed that recast was the most frequent used type of corrective feedback in response to spoken errors made by the student in the classroom while clarification request was entirely ignored. However, sometime teachers did not provide feedback when students’ utterances could still be understood despite the presence of an error in order not to break the learners’ flow of mind. This study also exposed that grammatical and pronunciation errors were corrected more than other types and immediate correction was favoured by most teachers but depending on student needs, proficiency level, age, classroom objectives, and size of group, teacher provides different types of feedback techniques based on the types of spoken errors to best meet the needs of each individual student in Bangladeshi context of ESL classroom.