Main Article Content
Corrective feedbacks, English competence, mistakes, learners’ beliefs
Purpose: This study aims at finding out whether learners with different English proficiency backgrounds respond differ- ently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them.
Methodology: This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers.
Results: The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence.
Implications: This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
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