الملخص الإنجليزي
ABSTRACT Omani English Teachers' Use of Oral Corrective Feedback in the Basic
Educational System The present study aims at investigating the types of oral corrective feedback that Omani English teachers use at different levels of schooling, comparing the Omani English teachers' attitudes about corrective feedback and their actual performance in their classrooms, and surveying the types of oral corrective feedback techniques that Cycle 2 and Post Basic students prefer to be used by their teachers to support their learning. The population of the study was all Omani EFL teachers in Al'Dakhlyah Governorate. The sample consisted of (45) Omani English teachers ((15) teachers from Cycle 1, (15) teachers from Cycle 2 and (15) teachers from Post Basic schools). In addition, six classes from two Willayas (Nizwa & Izki) were involved in this study, including a class from each of Grades 7, 8, 9, 10, 11, and 12. This study used three main instruments for data collection: an observation checklist, a teacher's preference elicitation questionnaire, and a student's preference elicitation questionnaire.. The following are the major findings of this study: • Omani English teachers in Cycle 1, Cycle 2, and Post Basic use all the types of oral corrective feedback in varying degrees. • Recast, elicitation, and questioning (Peer-correction) were the most three
used types of oral corrective feedback in Cycle 1, Cycle 2, and Post Basic. • There are statistically significant differences between Cycle 1 and Cycle 2 teachers in terms of the types of oral corrective feedback. The differences are in favor of Cycle 2 teachers. • There are statistically significant differences between Cycle 1 and the Post Basic teachers in terms of the types of oral corrective feedback. The differences are in favor of the Post Basic teachers. There are no statistically significant differences between teachers of Cycle 2, and Post Basic in terms of the types of oral corrective feedback. • There is no significant relationship between Omani English teachers' attitudes about oral corrective feedback and their actual practice. • Cycle 2 students preferred metalinguistic feedback, explicit correction, recast, questioning (peer-correction), denial, elicitation, questioning (self correction), and repetition types of oral corrective feedback, whereas Post Basic students preferred metalinguistic feedback, explicit correction, repetition, denial, and elicitation.
• There are no statistically significant differences between students in Cycle 2, and Post Basic in terms of oral corrective feedback. In the light of these findings, the researcher suggested some recommendations for teachers, teacher trainers, curriculum designers and The Ministry of Education. Finally, the researcher presented some suggestion for further research.
