“FEEDBACK HELPS IN NOTICING MY MISTAKES WHEN I SPEAK”:STUDENTS COGNITIVE ENGAGEMENT WITH TEACHERS’ CORRECTIVE FEEDBACK

The present study examines cognitive processes of undergraduate EFL students who receive teacher feedback on oral presentations in Communication and Presentation Skills courses of Pakistani universities. Based on a qualitative design, 50 students were involved in the study and comprised of level-two courses in three universities and the data was obtained through observations, questionnaires, semi-structured interviews, stimulated recall, and verbal report. Three aspects of cognitive engagement were analyzed, including depth of processing, cognitive processes, and metacognitive processes. Results obtained showed that students engaged themselves in processing the feedback by comprehension, error identification, reflection, recall, and future performance strategic planning. Although a significant number of participants were found to be substantively noticing, reflective learning, and goal-oriented revisions, there were those who engaged inconsistently or minimally in feedback, which indicated variability in feedback engagement. The paper demonstrates the lack of feedback utilization between and among tasks in the learners and the necessity for systematic scaffolding and feedback literacy and implications on the improvement of reflective and metacognitive practices in EFL oral communication classes are discussed.