Open AccessCORRECTIVE FEEDBACKS INTERACTION IN CLT-ADOPTED CLASSROOMS
Author(s) -
Ayu Liskinasih
Publication year - 2016
Publication title -
indonesian journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.283
H-Index - 9
eISSN - 2502-6747
pISSN - 2301-9468
DOI - 10.17509/ijal.v6i1.2662
Subject(s) - indonesian , corrective feedback , class (philosophy) , grammar , english as a foreign language , psychology , mathematics education , foreign language , communicative language teaching , pedagogy , linguistics , language education , computer science , philosophy , artificial intelligence
This case study aimed to examine corrective feedback (CF) pattern in the interactions of Indonesian EFL (English as Foreign Language) classrooms (a speaking and a grammar classrooms) which adopt CLT (Communicative Language Teaching). Two lecturers and twenty undergraduate English department students of an A-class university in Indonesia were involved as research participants. The findings revealed that the lecturers employed all types of CF to treat all types of errors. Explicit corrections were dominant in Speaking class as well as other explicit CF; whereas reformulations and prompt were equally distributed. Elicitation was dominant in Grammar class as well as other prompts; meanwhile, explicit and implicit CFs had similar proportion. The lecturers’ preferences were based on their beliefs on how their students learn foreign language and some factors such as the importance of CF to the instructional focus of the lesson, the possibility to generate student’s uptake, and also their empathetic values about students’ current language development. It was concluded that the provisions of CF in EFL classrooms reflect the application of CLT.