Oral Corrective Feedback in Legal English Speaking class

Though the notion of oral corrective feedback has been noticed for decades, it is still one of the controversial topics in classroom settings, which also raises awareness of feedback provision (Agudo, 2013:265). While feedback can help students improve their language proficiency (Rydahl, 2015), it can also destroy their performance and self-confidence in the case of over-correction (Calsiyao, 2015; Méndez & Cruz, 2012). Therefore, instead of trying to manipulate the feedback provided, there is a need to investigate the students' responses upon receiving feedback. This study focuses on how students respond to the feedback given by teachers by examining the opinions and feelings of sophomore English-major students when receiving feedback. A mixed-method study was employed, using individual and group online interviews, classroom observations, and a questionnaire to collect data. The findings revealed that students' positive responses outweighed the negative responses. In addition, some of their unwanted reactions even originated from objective factors, i.e. their mood or self-discipline. From the above analyses, it is suggested that teachers should decide on a beneficial and efficient way of providing feedback to enhance learners' speaking.