Abstract:

This research aims to examine the perceptions of undergraduate level ESL teachers regarding oral feedback and its impact on student learning. In this regard, this study attempts to determine the particular method of corrective feedback (CF) teachers perceive to be useful, how they apply this method in language classroom, and how their feedback affects the learning of students. Hence, the current study examines how the input of L2 teachers influences the motivation, confidence, self-esteem, student-teacher relationship, and identity of students at undergraduate level. Data was collected through two qualitative research tools: “observations” and “semi-structured interviews”. Purposive sampling method was used and eight L2 teachers of a private university were sampled for this study. The observations of the selected teachers were conducted for 18 hours and semi-structured interviews were also conducted afterwards. Thematic analysis of the data revealed that direct CF was perceived and used by L2 teachers as the best way of correcting students. It was found that the participants had practical experience of direct CF. Moreover, it was concluded that direct CF and reasonable inquiries can influence motivation, confidence, self-esteem, and student-teacher relationship. The findings have useful implications for both theory and practice because they improve on the general guidelines for L2 teachers regarding what type of CF can be beneficial for L2 students, how their feedback can encourage or discourage students, and how they can correct the mistakes of students in an effective way.

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