Abstract:
The purpose of this study was to assess views and practices of EFL teachers on oral
corrective feedback in speaking classroom of three Governmental secondary schools in
Gulele sub-city: Kechene-Debre Selam ,Dil-Ber and Entoto Amba. To attain the objective of
the study descriptive survey research design was employed. The samples of the study were 30
EFL teachers. To gather the necessary data classroom observation, closed-ended
questionnaire and semi-structured interview were employed. The data presented and
analyzed in percentage. The results of the study indicated that most EFL teachers ignored to
give oral corrective feedback in English speaking lesson. The study also indicated that
majority of selected EFL teachers have positive views of OCF in ECSL. However their
practicing of OCF in speaking activities was limited in theory and even though there are
various OCF strategies in speaking lessons classrooms, a few of them were only
implemented in the EFL teachers’ classes, specially explicit and recast, which indicated that
the teachers considered themselves as the only source of knowing in the classroom.
Furthermore, most EFL teachers did not provide OCF depend on the speaking activities and
considered them as the right person for providing feedback instead making the other
students’ partners and students themselves as the agent of OCF provider. Finally, based on
the findings the researcher forwarded the recommendation that EFL teachers need to
improve on giving of OCF this can be applied by getting training and sharing experience
with each other and students have to get the balanced types of OCF both explicitly and
implicitly within the appropriate ways and time.
