Oral Corrective Feedback in the EFL Classroom

This paper aims to see college students’ perceptions of oral corrective feedback in their EFL class. The number of respondents is 95 students from different study programs at the University of Tetova who attend EFL classes. The 10 Likert-scale questions tend to navigate through their preferences on the CF types, along with their correlation with students’ proficiency levels. Additionally, we aim to see what they perceive in terms of the most positively impacted aspect of language by oral corrective feedback, such as pronunciation, vocabulary, and grammar or sentence structure. Furthermore, the paper’s objective is to compare all these data with the emotional response of students after being orally corrected in their EFL class.