A SECONDARY SCHOOL STUDENTS’ BELIEFS ABOUT ORAL CORRECTION FEEDBACK

Many studies have been conducted on the motivation of second language acquisition, and the results of previous studies have revealed that the main factors are related to teachers. In the Chinese teaching and learning context, in-class interactions between teachers and learners play a vital role in the learning process, as learners have limited access to practising and utilising English. In contrast, fewer studies focus on students’ perceptions and attitudes toward teachers’ oral correction feedback. The current study aims to explore students’ beliefs about oral corrective feedback (CF) in a secondary school in a developing region of China to help teachers and students communicate more effectively in language learning classes. The participants in this qualitative study are students from two courses at a High School in Heze City, Shandong Province, China. The researcher adapted a questionnaire to collect data from the convenience samples and analysed it through qualitative content analysis. This suggests that peers’ critical remarks may enhance students’ speaking skills. This study demonstrated that students’ understanding of the purpose, meaning, and types of CF is crucial to understanding their preferences and improving their effectiveness.