Corrective feedback strategies identified in different classroom interaction contexts to enhance oral development

Abstract

In teaching English as a foreign language, using Corrective Feedback (CF) strategies is crucial for developing speaking skills by helping students improve accuracy, fluency, and appropriateness (Hartono et al., 2022). A descriptive study with a mixed-method focus explored CF strategies used in two English language groups from the FILEX program (International Training for Foreign Languages) at the University of Guadalajara, Mexico. The study analyzed class video recordings to identify CF strategies teachers used to correct students and encourage self-correction or peer repair, considering classroom interaction types. The main goal was to assess if CF tactics and interaction contexts supported or hindered students’ conversational opportunities and oral development. Three of four classroom types described by Seedhouse (2004)  were identified. Results show that structural classes exhibited more varied CF strategies, with explicit strategies most common but less supportive of speaking practice. CF strategies were less evident in functional and procedural classes, where paralinguistic tactics helped avoid interruptions and maintain conversation flow. The task-based context was not observed, as no interaction focused on completing tasks. Findings encourage language professionals to reflect on how CF strategies and classroom interaction types influence noticing forms, making linguistic adjustments, maintaining conversation flow, promoting interaction, and enhancing oral skills.