Tesis

Students’ perception of oral corrective feedback: its impact on motivation for speaking skill improvement / Fitrawati

Abstrak
SUMMARY Fitrawati 2025. Students rsquo Perception of Oral Corrective Feedback Its Impact on Motivation for Speaking Skill Improvement. Thesis English Language Education Faculty of Letter Universitas Negeri Malang. Advisors (I) Dr. Mirjam Anugerahwati M.A. (II) Yusnita Febrianti M.A. Ph.D. Keyword Oral Corrective Feedback Speaking Motivation Student Perception EFL Speaking Class This study investigates students rsquo perceptions of oral corrective feedback in speaking classes and explores how such feedback influences their motivation to speak English. Recognizing that speaking is one of the most challenging skills in second language acquisition the study emphasizes the role of lecturers in providing effective feedback to guide students rsquo improvement and encourage classroom participation. Employing a mixed-method research design the study collected data through classroom observation questionnaires and semi-structured interviews with fourth semester students at the English department of Universitas Negeri Makassar. The framework for data collection and analysis was based on Lyster and Ranta rsquo s (1997) typology of feedback and Dornyei (2001) L2 Motivational Self System. Quantitative data were analyzed using descriptive statistics with SPSS while qualitative were interpreted through thematic analysis using the Miles and Huberman (1984) model. The findings show that explicit correction and repetition were the most frequently used types of oral corrective feedback observed in speaking classes. Students generally had positive perceptions toward feedback viewing it as a valuable tool for recognizing and correcting errors in pronunciation grammar and fluency. Most students did not feel embarrassed or discouraged by correction instead they found it reassuring and motivating when delivered in a respectful and supportive manner. Additionally students expressed varied preferences regarding the timing and delivery of feedback. At the same time many appreciated immediate feedback during activities and a large number preferred delayed feedback after completing their tasks to maintain fluency and reduce anxiety. Most students favored private and individualized feedback indicating that emotional comfort and trust in the lecturer significantly shaped their receptiveness. Overall this study confirms that oral corrective feedback when delivered considerately support both language accuracy and learner motivation. It also highlights the importance of understanding student perceptions to enhance feedback strategies in EFL classrooms. In light of these findings it is suggested that lecturers provide oral corrective feedback in a way that balances correction and emotional support preferably delivered after students complete their speech or in private to minimize anxiety. Lecturer are also encouraged to personalize feedback according to students rsquo needs and readiness ensuring it serves as guidance rather than judgment. Moreover future curriculum development should integrate feedback strategies as part of professional preparation. Future research may explore the long-term effects of oral corrective feedback on students rsquo speaking development or compare student and lecturer perceptions to gain a more comprehensive understanding of feedback dynamics in language classrooms.

Informasi Detail

DDC

Rt 428.3 FIT s

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xvi, 90 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00701/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - BERBICARA
2. ENGLISH - SPEAKING

Pembimbing

1. Dr. Mirjam Anugerahwati, M.a.; 2. Yusnita Febrianti, S.pd, M.a., Ph.d

Lampiran Berkas