Teachers and learners' perceptions towards oral corrective feedback in second language grammar learning

The purpose of this study is to investigate students and teachers’ perceptions towards seven types of oral corrective feedback (OCF) in second language grammar learning. Questionnaires were distributed to 51 primary school students and interviews were held with 2 English teachers, followed by two classroom observations for verifying the participants’ views with the actual performance. Both teachers and students were found to be in agreement with the necessity of OCF and delayed feedback as the ideal timing for providing OCF. A discrepancy is discovered between the perceptions of students and teachers towards the preferred types and effectiveness of different types of OCF. There is also a mismatch between teachers’ stated beliefs and their most frequent used OCF in actual performance. The findings draw some implications on second language learning in Hong Kong primary school context. Teachers are recommended to provide more explicit feedback after students have finished speaking. It is also suggested to use more combination of types of OCF to better meet with more students’ needs and expectations.