Efficacious Approaches to Customized Oral Corrective Feedback in ESP in the Moroccan Context

This study examines the use of oral corrective feedback in English for Specific Purposes (ESP), focusing on tailoring it to meet the specific needs of learners in professional and specialized fields. The research aims to identify effective strategies for delivering feedback that targets essential communication skills in OFPPT Errachidia. The sample consisted of 30 participants, with a majority of males and a smaller proportion of females, distributed across beginner, intermediate, and advanced proficiency levels. Results show mixed responses: 40% of participants feel the feedback is not sufficiently personalized which reflects systemic challenges in addressing multilingual diversity and socio-economic disparities in the Moroccan context, while the rest have a more favourable view. A majority, 63.3%, find the feedback beneficial for improving professional communication, and 76.6% consider it clear and understandable. However, 33.4% express discomfort with the feedback delivery. Perceptions vary regarding the relevance of feedback to ESP, with 43.3% and 53.4% respectively agreeing on its applicability to enhance language skills. Additionally, 70% find the feedback motivating for participation, though 50% believe examples and explanations are lacking in clarity. Using a quantitative-descriptive approach, this study explores ESP students’ views on the effectiveness of personalized oral corrective feedback through an online survey. Keywords: ESP; oral corrective feedback; language; teaching; learning