Exploring Students' Perceptions of Oral Corrective Feedback in EFL Speaking Activities at English Department of Kabul university

Abstract

Oral corrective feedback (OCF) plays an important role in developing learners’ accuracy and communicative competence in second and foreign language learning. This study explored EFL students’ perceptions of oral corrective feedback in speaking activities, with particular attention to feedback on speaking errors, timing, error types, effects on motivation and confidence, and strategies for providing corrective feedback. The study used a quantitative research design, and data were collected through a 36-item Likert-scale questionnaire administered to EFL students. The questionnaire was organized into six dimensions addressing students’ perceptions and preferences regarding oral corrective feedback. University professors reviewed the instrument to establish content validity, and Cronbach's alpha confirmed its internal consistency, yielding a reliability coefficient of .788. The findings indicate that students generally hold positive perceptions toward oral corrective feedback and recognize its value in identifying and improving speaking errors. The results further suggest that the timing, type, and manner of corrective feedback may influence students’ motivation, confidence, and willingness to participate in speaking activities. Students appeared to favor feedback practices that provide clear guidance while maintaining a supportive classroom environment. The study concludes that oral corrective feedback can serve as an important pedagogical resource for improving EFL learners’ speaking development when it is implemented appropriately and sensitively. The findings have implications for EFL teachers and teacher-education programs, particularly regarding the selection of effective corrective feedback strategies that balance linguistic accuracy, communicative fluency, learner confidence, and classroom participation.