ASSESSING VIEWS AND PRACTICES OF EFL TEACHERS ON ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASSROOM: THE CASE OF THREE GULELE SUB-CITY GOVERNMENTAL SECONDARY SCHOOLS IN ADDIS ABABA

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.