Abstract: This study sought to investigate the mindsets or attitudes of students toward corrective feedback in classroom oral errors. A total of 365 students of Kalinga-Apayao State College provided data on their preference toward corrective feedback on classroom oral errors. The questionnaire was the main instrumentation. The mindsets of KASC students on the statements on corrective feedback point out their desire of correction for all their spoken errors; they favor teacher correction; peer correction and self-correction when given hints; and correction of errors that interfere with communication. They are uncertain when these errors should be corrected. On the frequency of corrective feedback, the students want their grammatical errors to be always corrected and all other errors to be often corrected. On the techniques used by teachers for grammatical errors, the students prefer recast, explicit, and explanation method; for pronunciation errors, they favor explicit and explanation. They regard No correction as poor method for both grammar and pronunciation errors.
Keywords: corrective feedback, classroom oral error, attitude, mindset, preference.
Title: Corrective Feedback in Classroom Oral Errors among Kalinga-Apayao State College Students
Author: Irene S. Calsiyao
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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