Libyan EFL University Students’ Insights on Teacher Error Corrective Feedback Strategies in Oral Practice Classes

الملخص

Teacher oral corrective feedback plays a pivotal role in detecting and correcting students’ errors, enhancing their speaking skills and self-confidence, and reducing their hesitation in public speaking encounters. This survey study documents university students' preferences and perceptions of teacher oral corrective feedback strategies used in oral practice classes. It taps into the experiences of 84 Libyan EFL university students at the English department, at the Faculty of Arts and Languages, Tripoli, Libya. In doing so, the study employs a student questionnaire to gather data and runs descriptive statistics in the form of percentages to analyze the obtained data. Findings reveal that students have positive attitudes towards teacher oral corrective feedback strategies. They believe that such feedback increases self-esteem, reduces hesitation, and improves fluency, accuracy, pronunciation, and vocabulary retention. Furthermore, findings indicate that students incline towards immediate, delayed, and indirect forms of teacher oral corrective feedback. Finally, findings also showcase that students prefer self and peer-correction feedback, since it can boost their linguistic abilities, encourage risk-taking, and mitigate confrontational atmospheres. The study acknowledges the benefits of the practical employment of teacher oral corrective feedback strategies in Libyan EFL oral practice classes. It recommends that teachers take into account the diversity, sensitivity, and complexity associated with teacher oral corrective feedback, highlighting the necessity for teachers to tailor these strategies to accommodate the various needs and preferences of students.