EXPLORING CLASSROOM ORAL CORRECTIVE FEEDBACK: STUDENTS' PERCEPTIONS AND TEACHERS' PREFERENCES AT SMA NEGERI 4 KOTA KUPANG

Abstract

This study explores EFL students’ perceptions and teachers’ preferences regarding the use of Oral Corrective Feedback (OCF) in English-speaking instruction. A qualitative phenomenological design was employed. Data were collected through classroom observations and in-depth interviews with teachers and students at SMA Negeri 4 Kota Kupang and analysed using thematic analysis. Students perceive OCF as essential for improving speaking skills, especially pronunciation, grammar, and vocabulary. They prefer explicit correction, recasts, and metalinguistic feedback, while clarification requests are viewed as confusing and anxiety-inducing. Teachers also consider OCF important, mainly using explicit correction and metalinguistic feedback after students finish speaking to maintain communication flow. The findings reveal both similarities and differences between students’ and teachers’ views on OCF. These differences highlight the need for open communication and flexible feedback strategies to maximize the effectiveness of OCF in EFL speaking instruction.