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ORAL FEEDBACK FOR ENGLISH LANGUAGE LEARNERS 

DEVELOPMENT 

Vindy Nita Yusovi1*, Siti Asmiyah 2, & Muhtarom 3 

ABSTRACT 

In ELT there are many types of oral feedback that can be used by teachers to respond and 
correct the mistakes of language learners. However, there are still many teachers who have 
difficulty or less reflection in choosing the appropriate feedback for students. Therefore, this 
study aimed to identify the important role of the types and ways in giving oral feedback by 
an English teacher in language learner development. This study uses a content analysis 
method using secondary data taken from the previous study in the form of journal articles 
and thesis published in Indonesian and International journal sites in the past two decades. 
The result of this study revealed that from 2009 to 2021 there were many changes regarding 
the application of oral feedback. However, it was found that corrective feedback always be 
used continuously from year to year, while one of the most dominant types of oral feedback 
used was explicit feedback. 

Keywords: English Language Learner, Language Development, Oral Feedback 

 

INTRODUCTION 

Feedback plays an important role in language development. This is because through 
feedback, learners can understand how well they are doing. Feedback can also help either 
improve learner specific points or help to make a plan for their learning. In English language 
teaching context, feedback is also a consideration used by teachers to manage learners' 
mistakes when using English as a target language. This is because learners may not have a 
complete knowledge, skills and a context on how the language is used. Harmer (2003) states 
that in the learning process, the teacher needs to manage the learners' mistakes and give 
appropriate and relevant feedback in teaching and learning. Therefore, feedback plays a 
strong role in ELT especially in language development. This important role of feedback has 
been highlighted by previous research findings (see Hattie & Timperley, 2007; Herra & 
Kulińska, 2018; Klimova, 2015; Obilor, 2019). Among the roles of feedback signified by 
previous findings are facilitating students' understanding in learning English as a foreign 
language (see Ha et al., 2021; Lochtman, 2002; Merry & Orsmond, 2008; Rudzewitz et al., 
2018). Another role is the use of oral feedback for mediating language development (see 
Bitchener & Knoch, 2010; Hoff, 2009; Mashrah, 2017; Owens, 1989) . There is also another 
important benefit students get from feedback as explained from the previous study by (Bajaj 

vindy.yusovi123@gmail.com 

1,2,3 Sunan Ampel State Islamic University of Surabaya, Surabaya, Indonesia 

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et al., 2018; Mamoon-Al-Bashir, 2016; Race, n.d. 2022). In language development, feedback 
is widely used as an evaluative approach that indicates the effectiveness of teaching 
strategies as well as the level of learners' understanding. This has been confirmed by findings 
in the previous study from K. Hyland & F. Hyland (2006) which discussed feedback on second 
language students. It is stated that giving feedback will facilitate a learner's better 
understanding of the meaning, the context, the language construction itself and the learner’s 
self-confidence. Lewis states that feedback is one of the best ways of telling the students or 
language learner mistakes, then it can show the learning progress and facilitate them in 
improvement. 

Several studies have discussed oral feedback in the classroom context, both oral 
feedbacks given by the teacher or by peers. The results of several studies revealed that 
teacher's oral feedback facilitate classroom interaction (Irawan & Salija, 2017; Sahyoni, 
2018; Smith & Higgins, 2006) in the classroom. Based on those previous studies, there are a 
lot of types of oral feedback that is used to correct students' errors. However, only a certain 
type of oral feedback is used by the teacher. In addition, those studies also discussed the 
response of the students when the teacher applied oral feedback, mostly students perceived 
positively because the students realize that oral feedback gives positive effects to improve 
their achievement in learning language. Other research from Lee & Leong (2017) and 
Hernandez & Reyes (2012)discussed teachers' perspectives in giving oral feedback. From 
that study, it is stated that there is a significant difference in the students either in writing or 
speaking skills between after and before the teacher provides oral feedback. Meaning that 
oral feedback can give a direct impact to the teaching result as it can improve the student's 
skills.  

The researchers collected findings from previous studies that are relevant to this topic 
which contain how teachers give oral feedback for their students or language learner 
development. Based on the previous study by Lyster and Ranta (1997) there are six types of 
oral feedback; those are recast, clarification request, metalinguistic feedback, elicitation, 
repetition of error and explicit correction. Another perception from Tunstall & Gipps (1996) 
noted that there are 5 types of oral feedback, those are evaluative feedback, descriptive 
feedback, corrective feedback, interactional feedback and motivational feedback. Therefore, 
from those previous studies, the researcher found 11 types of oral feedback which means 
that oral feedback can take several forms. In addition, there are many studies who discuss 
feedback, especially in the context of oral feedback. However, based on Black & Wiliam 
(1998c) it is noted that teachers still have less reflection on how to assess or correct the 
learners' errors. Therefore, this study focuses on identifying the important role of the types 
and ways of oral feedback used by the English teachers in giving oral feedback for the 
students in the context of developing students in learning English as a foreign language. The 
researchers will get the results by analyzing the data taken from the previous study of the 
past two decades. Thus, the findings in this study are valuable to be considered by not only 
teachers but also for practitioners and experts in education as a model in providing effective 
oral feedback in the classroom. 

 

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METHODS 

This study used a content analysis method using secondary data from previous studies 
in the form of written document. The materials analyzed in this research were journal 
articles and these taking the topic of oral feedback in ELT context. The researchers collected 
30 documents from previous studies that consist of journal articles and thesis published in 
Indonesian and International journal sites in the past two decades. Each document consists 
of several categories such as oral feedback for ELT, oral feedback for young learners, 
students or teacher perspective about the oral feedback used, and correlation between oral 
feedback and language development. The data of this study were interpreted descriptively 
to describe the differences and the similarity among the types, the preferences and to 
elaborate the importance of selecting and applying oral feedback for language learner 
development. 

RESULTS 

Findings  

By analyzing and categorizing oral feedback used by the teachers in teaching English 
as a foreign language in the language learner development. The content of some previous 
studies, it highlights the following findings on the important role of the types of oral feedback 
used by the teacher in developing students' skill in learning English as a foreign language. 
The data gathered from the analysis in the articles of oral feedback given by the teacher in 
ELT from the past two decades. Table 1 shows the types of oral feedback from the previous 
studies published articles between 2009 and 2022. 

Table 1. Types of Oral Feedback 

Types of oral 
feedback 

Year and frequency 

  2009 2013 2014 2015 2017 2018 2019 2020 2021 

Explicit 1 1 2 1 2 4 2 1  

Metalinguistic 1  1 1 2 2 1  1 

Recasts   2 1 2 2 1   

Repetition   1 1 2 2 1 1  

Elicitation   1 1 2 3 1  1 

Correction   1       

Clarification 
requests 

   1 2 2 1  1 

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Paralinguistic signal  1   1 1  1  

Evaluative 
Feedback 

    1     

Immediate       1   

Descriptive feedback     1     

Interactional 
feedback 

    1     

Motivational 
feedback 

    1     

Body Language     1     

Combined strategies      1    

Praise Maker 1 1        

 
From the table above, there are some significant differences between the selection of 

types of oral feedback from year to year. From 2009 to 2013, the oral feedback that was 
mostly used found by the researcher was corrective feedback. However, it is only explicit 
feedback and praise makers, some of them also used metalinguistic and paralinguistic 
signals. It is supported by the reason from the previous study conducted by Z. Amalia, E. 
Fauziati, S. Marmanto (2009) in the speaking class at the student level, regarding student 
preferences, it is explained that explicit feedback and metalinguistic feedback are the easiest 
types of oral corrective feedback, because it can make students quickly recognize their 
mistakes in speaking practice, while clarification request is the most ambiguous way. 

Then moving on to 2014 to 2015, the use of oral feedback became larger by using all 
types of corrective feedback ranging from explicit, metalinguistic, recasts, repetition, 
elicitation, etc. It is shown by the previous study conducted by Rieny. A, Josefa. J (2014) found 
that five out of seven types of oral corrective feedback were used by the teacher, which are 
Recast, Metalinguistic Feedback, Elicitation, Explicit Correction, and Repetition. 
Furthermore, types of learners' uptake following the teacher's corrective feedback were Self 
Repair, Peer Repair, Repetition, Same Error, Different Error, Partial Repair and Hesitation. 
From that previous study It can be concluded that oral corrective feedback may lead the 
students to show signs of learning or understanding implied in the students' reaction to the 
teacher's oral feedback.  

Then continued from 2017 to 2019 the use of oral feedback was increasingly varied, 
not only focusing on corrective feedback but also evaluative, descriptive, interactional and 
motivational feedback. Proven by the previous study conducted by Erfiani. I and Salija. K 
(2017) There were two new ways of oral feedback found in that research. They were praise 

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and correction in corrective feedback and giving help in motivational feedback. There is oral 
feedback that was already found by that study which hasn't been discussed yet in the theory 
from another previous study, those are questioning and giving help in interactional feedback 
as well as expectancy in motivational feedback. The teachers give that feedback because it is 
their responsibility and obligation to provide it to students. This shows that in this era, 
English teachers are starting to realize how important oral feedback is in language learning. 
However, when it moves to the range of 2020 to 2021, the use of oral feedback begins to 
change slightly, meaning that it is not as varied as it used to be. This indicates that the English 
teacher is starting to choose and sort out which oral feedback can be used and appropriate 
to the needs and characteristics of students.  

DISCUSSIONS 

As an educator, it is suggested that foreign language teachers should expect their 
students to make a lot of mistakes, because this can be used as part of the language learning 
process. Even most students agree if they get feedback and if their mistakes are corrected. 
However, some students do not want to be given explicit feedback, this is because they feel 
afraid, embarrassed and depressed. Then, by looking at the previous studies that have been 
collected by the researcher regarding oral feedback, there are many types used by every 
teacher. However, there is a change in the use of feedback almost every year, even though 
there is one type of oral feedback that is still used from time to time, namely explicit 
feedback. From the past two decades it is shown that corrective feedback with an explicit 
type of feedback which is highly implemented for language learners at the young learner, 
secondary to college level. This is supported by a previous study by Elis Homsini (2013) 
regarding the use of explicit feedback as negative feedback which not only serves to justify 
student mistakes but also expands conversations, scaffold learning and negotiating meaning 
and form. This is also supported by research from Yustika Nur Fajriah (2018) which states 
that in the past, many teachers failed to develop language learning because they did not find 
the right type of corrective feedback, and from this problem, it was found that explicit 
feedback was given after students finished speaking is one of the most effective ways to be 
used in correcting errors made by students. Also supported from the previous study 
conducted by Z. Amalia, E. Fauziati, S. Marmanto (2009) about the preferences for the types 
of oral feedback in the speaking classroom, there are two types, the first one is explicit 
feedback because the students wanted the teacher to correct their error immediately as well 
as correct it clearly so it doesn’t need much time to think about the error part and it is easy 
to be understood, comprehended and recognized. Another type is Metalinguistic feedback, 
where the teacher gives a clue then the students recall what their mistakes were. This may 
take a longer time because students have to do self-correction. However, it can be shown 
that learning is more meaningful.  

The results of this study was also analyzed based on the theory of Elis (2009) which 
states that there are seven kinds of oral feedback, namely positive feedback, metalinguistic 
feedback, recast, repetition, elicitation, paralinguistic signals and requests for clarification. 
Furthermore, there is also a theory from Lyster and Ranta (1997) which states that there are 

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six types of oral feedback, including recasts, elicitation, requests for clarification, 
metalinguistic feedback, explicit correction. Meanwhile, based on the results of collecting 
data from previous research on the types of oral feedback used by teachers in the last few 
decades as shown in the table above, the researchers found that in total there were 16 types 
of oral feedback. From the several types found, the oral corrective feedback was mostly used 
by the teacher. However, there were also types that were rarely used, including: Immediate, 
descriptive feedback, evaluative feedback, interactional feedback, motivational feedback, 
body language, and combined strategies. 

Meanwhile, from previous studies which can be seen in the table above, it has been 
found that most of them use corrective feedback and it shows that explicit feedback is the 
most frequently used. However, this finding is different from previous study conducted by 
Lyster & Ranta (1997) which stated that recast is the type of corrective feedback that is most 
often used in second language teaching. Meanwhile, only a few studies have addressed the 
effectiveness of recast oral feedback used in second language teaching especially in the 
Indonesian context. This is because most of the research conducted internationally uses an 
interactional approach, which in Indonesia mostly focuses on corrective feedback in general. 

Therefore by looking at the previous studies that have been collected by the 
researchers regarding the oral feedback and also the findings. Then, it means that there are 
many types of oral feedback used by every teacher. Still, the results from the data collected 
by the researchers certainly cannot be generalized as a whole. Since the researchers only 
took a few samples from several journals and articles. Although, this research is sufficient to 
provide an overview related to the frequency of the use of oral feedback from year to year, 
and what are the considerations of the way in applying the correct oral feedback to learning 
English. With many oral feedbacks, every teacher has different preferences. However, the 
effective strategies undertaken by teachers to provide corrective feedback for students are 
the correct forms obtained and greatly affect student learning outcomes. It can be said that 
feedback is not only an answer, as the power of feedback is greater than just an answer. On 
the use of oral feedback in language learner development, its better if the teacher provides 
elaboration through clear instructions rather than just giving feedback that poorly 
understand concepts, if feedback is applied at the correct level then it will lead language 
learners to engage, comprehend and develop effective strategies to process the information 
intended that is learned. Not only that, providing feedback can also help language learners 
to develop their own linguistic accuracy. Therefore, strategy in the selection of corrective 
feedback chosen by the teacher found in this study was to facilitate students through the 
process of language development. 

CONCLUSION 

From the findings above it can be revealed that in the articles published regarding oral 
feedback between 2009 and 2022 it can be said that the types of oral feedback are not too 
different from year to year. In this case, the teacher still uses corrective feedback in ELT, and 
the types of oral feedback that are often used are elicit, explicit, repetition, metalinguistic, 
recasts and clarifications. While, the explicit types are the most dominant. However, to make 

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the teaching and learning process can be carried out meaningfully, teachers should consider 
student preferences, especially in providing corrective feedback on student errors, as it can 
minimize the discrepancy between student perceptions and teacher perceptions in the 
teaching and learning process. Besides that, student knowledge also needs to be taken into 
consideration. Hopefully with these considerations in implementing feedback, it can help 
students to make corrections for their mistakes and have meaningful learning that can be 
very useful for language learner development. The researchers hope that in the future, there 
will be a further research that can explore in depth about the impact of oral feedback on 
language learning from time to time.  

ACKNOWLEDGMENT 

The researcher would like to express many thanks to previous studies related to the 
topic of feedback, as the result can help the researcher to elaborate the use of oral feeback 
for language learner development from time to time.  

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