DIVERGING PERCEPTIONS: EXPLORING EFL STUDENTS’ RESPONSES TO ORAL FEEDBACK AND THE FACTORS THAT SHAPE THEM

Fitri Susanti Ilyas(1*)


(1) IAIN Pontianak
(*) Corresponding Author

Abstract


This research sets out to uncover EFL students' perceptions regarding oral feedback from their teachers and the contributing factors behind them. A three-week observation was conducted prior to the interviews were held to understand how feedback was incorporated into classroom instructions as formative assessment. One hundred thirty-three university students from several non-English majors in a State Islamic Institution in West Kalimantan, Indonesia, were observed. It was found that the students displayed different attitudes toward the feedback-related activities. Based on their attitudes, the students were categorized into two groups: high interest (HI) and low interest (LI). Representing both groups, seven students participated in the semi-structured interview to find the answer to two research questions: First, did HI students have different perceptions toward the teacher's oral feedback on their writing compared to the LI students? Second, what are the factors shaping their perceptions? The result showed that HI and LI students perceived oral feedback differently.  Although valuing the importance of receiving feedback, LI and HI students had distinctive ideas on the role it served to their writing. The distinct perceptions differed due to their motivation, anxiety, the teacher's personality, teacher’s ability to maintain good relationships with students, and the teacher's intonation and facial expressions while delivering the feedback.


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DOI: https://doi.org/10.26714/aree.3.2.2025.107-118

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