Prima Agata Mitranda (2020) Literature Review Of Types Of Corrective Feedback Found In EFL Classroom And Their Benefits For Teaching English. Skripsi thesis, UNIVERSITAS AIRLANGGA.

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	Text (CHAPTER I) 3. CHAPTER I - INTRODUCTION.pdf Download (367kB)
	Text (CHAPTER II) 4. CHAPTER II - LITERATURE REVIEW.pdf Restricted to Registered users only until 24 December 2023. Download (394kB) | Request a copy
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Abstract

This thesis is a literature review of 22 journal articles on corrective feedback given by the teachers to their students in the EFL classroom. Corrective feedback is an important role for the teacher in the learning process in providing responses to the students. This study aims to identify the most frequent type of corrective feedback and the benefits of giving corrective feedback in EFL classrooms based on the 22 reviewed articles. The method used in this study is qualitative methods in literature review-based research. The data for this study were collected from published journal articles in Google scholar sources, SAGE journals, and Cambridge core within the range 2009-2019. Furthermore, the data were analyzed using 13 types of corrective feedback proposed by Lyster and Ranta (1997). The results showed that there were 9 types of corrective feedback that were identified in the 22 reviewed articles. Specifically, there are six oral corrective feedback types and three written corrective feedback types identified in this study. The most dominant type of corrective feedback frequently used in the EFL classrooms is the recast type which is identified 15 times, followed by the explicit correction type, which is identified 8 times. Besides, there are 10 benefits of giving corrective feedback in the EFL classroom identified in the 22 reviewed articles. Some of the benefits are saving time and the teacher can evaluate the potential of corrective feedback on learners’ uptake. The benefits can be categorized into three groups which are classroom-oriented, teacher-oriented, and student-oriented.

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