Investigating Kurdish EFL Learners’ Preferences to Oral Corrective Feedback at College Level
DOI:
https://doi.org/10.26750/5q93v614Keywords:
Oral Corrective Feedback, Kurdish EFL Learners, Gender, Preferences.Abstract
This study aims to investigate Kurdish EFL learners’ preferences to oral corrective feedback (OCF) and any differences between Kurdish EFL learners’ preferences to OCF strategies based on gender. It was carried out at four different departments of English in Duhok city. The participants of the study were 104 Kurdish EFL learners; 52 males and 52 females. A quantitative research methodology was used to conduct the study. Survey questionnaires were used to collect data from learners and SPSS program (version 26) was used to analyze the data collected from questionnaires. The results revealed that after finishing from speaking was the most preferred timing of correction among the participants. Regarding types of spoken errors and OCF strategies, participants mostly preferred the correction of serious spoken errors and metalinguistic explanation was the most preferred strategy. In addition, the results revealed that there were some gender differences in Kurdish EFL learners’ preferences to OCF strategies. The implications of the study’s findings will be of great significance to teachers, teacher training programs and curriculum designers where they highlight the importance of tailoring OCF and incorporating certain teaching methods based on learners’ preferences and gender. Furthermore, it suggests the employment of qualitative methodologies and inclusion of other variables in order to have a better understanding of the study.
References
Al-Azzawi, M. B. K., & Al-Barwari, A. O. Z. (2020). A study of types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok City / Kurdistan Region of Iraq. Academic Journal of Nawroz University (AJNU), 9(3), Article 770. https://doi.org/10.25007/ajnu.v9n3a770
Alharbi, H. (2020). Saudi EFL students’ preferences for correction of classroom oral errors: Are teachers aware? International Journal of Research Studies in Education, 9(6), 87–102. https://doi.org/10.5861/ijrse.2020.5001
Amalia, Z. D. H., Fauziati, E., & Marmanto, S. (2019). Male and female students’ preferences on the oral corrective feedback in English as a foreign language (EFL) speaking classroom. Humaniora, 10(1), 25–33. https://doi.org/10.21512/humaniora.v10i1.5248
Bartram, M., & Walton, R. (1991). Correction: A positive approach to language mistakes. Hove, England: Cengage.
Barzani, S. H., Aslam, M. Z., & Ali, H. F. (2022). Oral corrective feedback: Kurdish EFL students’ preferences and attitudes. Canadian Journal of Educational and Social Studies, 2(5), 96–110. https://doi.org/10.53103/cjess.v2i5.71
Brandt, C. (2008). Integrating feedback and reflection in lecturer preparation. ELT Journal. 62(1), 37-46. https://doi.org/10.1093/elt/ccm076
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York, NY: Longman.
Burt, M. (1975). Error analysis in the adult EFL classroom. TESOL Quarterly, 9(1), 53-63. https://doi.org/10.2307/3586012
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learner's errors. Language Learning, 27(1), 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x
Chaudron, C. (1988). Second Language Classroom: Research on Teaching and Learning. New York: Cambridge University Press.
Chun, A. E., Day, R. R., Chenoweth, N., & Luppescu, S. (1982). Errors, interaction, and correction: A study of native‐normative conversations. TESOL Quarterly, 16(4), 537-547.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford University Press.
Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, 19(1), 18–41. https://doi.org/10.1075/aila.19.04ell
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368. https://doi.org/10.1017/S0272263106060141
Gass, S. M., & Mackey, A. (Eds.). (2012). The Routledge handbook of second language acquisition (1st ed.). Routledge.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). London, England: Longman.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford University Press.
Hendrickson, J. M. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. The Modern Language Journal, 62(8), 387–398.
Jinowat, N., & Wiboolyasarin, W. (2022). Investigating learner preferences for written corrective feedback in a Thai higher education context. TEFLIN Journal: A Publication on the Teaching and Learning of English, 33(2), 386–402. https://doi.org/10.15639/teflinjournal.v33i2/386-402
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, England: Oxford University Press.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20(1), 37-66. https://doi.org/10.1017/S0272263197001034
Mendez, E. H. & Cruz, M. R. (2012) Teachers‟ perception about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers Professional Development, 14(2), 63-75.
Moqimipour, K., & Shahrokhi, M. (2015). The impact of text genre on Iranian intermediate EFL learners’ writing errors: An error analysis perspective. International Education Studies, 8(3), 122–132. https://doi.org/10.5539/ies.v8n3p122
Nassaji, H., & Kartchava, E. (2017). Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York, NY: Routledge.
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573–595. https://doi.org/10.2307/3588241
Ramadhani, G. S., Muth’im, A., & Febriyanti, E. (2021). Students’ preferences towards lecturer’s written corrective feedback in writing class. Proceedings of the 2nd International Conference on Education, Language, Literature, and Arts (ICELLA 2021). Atlantis Press.
Saeed, Z. R. (2014). Teachers’ and students’ perspectives and preferences regarding oral corrective feedback. Near East University, Graduate School of Educational Sciences, Department of English Language Teaching, Nicosia, Cyprus.
Salehi, M., & Jafari Pazoki, S. (2020). The impact of gender and task nature on Iranian EFL learners’ oral corrective feedback preferences. Applied Research on English Language, 9(1), 137–154. https://doi.org/10.22108/are.2019.116064.1445
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 593–610). Routledge.
Su, T. & Tian, J. (2016). Research on corrective feedback in ESL/EFL classrooms. Theory and practice in language studies, 6(2), 439-444. http://dx.doi.org/10.17507/tpls.0602.29
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6 (1),11-19. http://hdl.handle.net/10361/450
Tasdemir, M. S., & Arslan, F. Y. (2018). Feedback preferences of EFL learners with respect to their learning styles. Cogent Education, 5(1), 1481560. https://doi.org/10.1080/2331186X.2018.1481560
Turner, J. L. (2020). Giving feedback to learners. Cambridge University Press, 1(15), 1–15.
Ur, P. (1991). A course in language teaching. Cambridge, England: Cambridge University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.
Westberg, J., & Hilliard, J. (2001). Fostering reflection and providing feedback: Helping others learn from experience. Springer.
Yang, W. (2010). A tentative analysis of errors in language learning and use. Journal of Language Teaching and Research, 1(3), 266–273. https://doi.org/10.4304/jltr.1.3.269-273
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Raparin Journal of Humanities (RJH)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
