Date of Award

6-1-2021

Thesis Type

masters

Document Type

Thesis (Restricted Access)

Divisions

education

Department

Department of Language & Literacy Education

Institution

Universiti Malaya

Abstract

The study explored low proficiency (LP), intermediate proficiency (IP), and high proficiency (HP) ESL students’ preferences on oral corrective feedback (OCF) in the Malaysian lower secondary school context. It made comparisons between LP, IP, and HP ESL students’ preferences for types of OCF, choice of correctors, and timings of OCF. A total of 90 lower secondary ESL students were selected as participants with proficiency levels based on school examination scores. The participants responded to a set of survey questionnaires consisting of 17 items about types of OCF, choice of correctors, and timings of OCF. Two students from each proficiency level were also interviewed individually to obtain some in-depth understandings of the students’ preferences. The data from the questionnaire revealed a high preference for Explicit Feedback type among the students, while Elicitation was the least preferred type of OCF. Both quantitative and qualitative data indicated teachers as the most favoured corrector while self-correction was the least favoured. Regardless of the students’ proficiency levels, the students preferred immediate feedback to delayed feedback. Meanwhile, between groups comparisons showed a statistically significant difference between LP and IP students for types of OCF and between LP and HP students for timings of CF. These findings suggest that not only different proficiency levels, but also specific learning contexts should be considered when providing corrective feedback to ESL students and students may expect their teachers to identify and use various types of corrective feedback in an adaptable way that suits their current proficiency level.

Note

Dissertation (M.A.) – Faculty of Education, Universiti Malaya, 2021.

Additional Files
15229-Thavamani_Sivasamy.pdf (759 kB)
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