Efficacy of oral corrective feedback by English language teachers

Abstract

Feedback to students is commonly used in the educational environment as an improvement tool and as an evaluation of students’ performance in the teaching of the English language. In this sense, this feedback process is developed using different types of oral corrections that improve the quality of teaching required in language education. This small study was designed using a qualitative approach to investigate the effectiveness of corrective feedback from English language teachers to improve students’ learning during speaking task-based activities. The purpose of this study was to identify improvements in the students’ learning process through the application of effective corrective feedback, identifying and describing the effects of correction strategies, which have been proven effective. The objective behind the study is to provide important and quality information on the effect and effectiveness of feedback in the English language learning process, which could be useful for teachers in Nicaragua, specifically for teachers at elementary level.