Exploring Oral Corrective Feedback on Korean EFL University Students’ Writing: A Case Study of Two Native English-Speaking Instructors

This study explored the oral corrective feedback provided by two foreign instructors on Korean EFL university students’ writing, with a focus on the most frequently used types of feedback. The study involved observing and recording two instructors’ basic English writing classes, transcribing segments where oral corrective feedback was provided, and analyzing the feedback using Lyster and Ranta’s (1997) categorization. Through personal interviews with the instructors, the study examined their pedagogical beliefs, writing experiences, and attitudes toward feedback. The results indicated that both instructors primarily used explicit correction, followed by metalinguistic feedback. Differences emerged in their feedback intensity, with one instructor emphasizing form and accuracy, while the other prioritized content and flow. The study calls for further research on oral corrective feedback in intermediate and advanced writing contexts to enhance self-evaluation tools for writing instructors.