EFL learners' perceptions of teacher's oral corrective feedback strategies during classroom oral fluency practice : the case of 1st year EFL students of english at the university of Béjaia, Algeria

Abstract EN

This study investigates EFL learners' views on teachers‟ oral corrective feedback, and their perceptions of teacher's use of prompts and recasts, during classroom oral fluency practice.

two intact classes of 1 st year EFL students (n = 36), at Bejaia University, Algeria, participated and were randomly assigned into a prompts group, and a recasts group, receiving teacher's prompts and recasts, respectively.

after a three weeks‟ experiment, they answered the students‟ perceptions of teacher's oral corrective feedback questionnaire.

the results reveal that a significant number of students perceived prompts and recasts as being useful in their learning.

however, prompts are superior than recasts in leading to more students‟ positive perceptions.