Libyan EFL Learners’ Attitudes towards Oral Interactional Corrective Feedback: A Case of Sirte University

Abstract

Abstract

Oral Corrective Feedback (OCF) is essential because it supports learners to learn distinct forms of the target language correctly. Thus, the present research aimed to examine Libyan English students’ attitudes towards oral interactional corrective feedback techniques and compare male and female learners’ perceptions. The study took place in the English department at Sirte University, and it was based on completing a 36-item questionnaire by 97 EFL students. The learners’ perceptions were investigated further by carrying out semi-structured interviews with eight students, including six open-ended questions. The gathered data was examined quantitatively and qualitatively. SPSS was utilized to interpret the quantitative facts, and the means of inductive content analysis was used to analyze the qualitative ones. The outcomes confirmed that students favored teacher feedback, self-correction, and students' responsibility for correction.

Furthermore, the preferable kinds of OCF among learners were elicitation and repetition. Moreover, they liked to be corrected immediately as well as at the end of a conversation. The findings also revealed that there was no statistically significant difference among their attitudes in terms of gender.

Key Words: EFL; learners; attitudes; oral corrective feedback; types of feedback.

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