The Effectiveness of Positive Feedback in Teaching Speaking Skill


  • Arief Muhsin Muhammadiyah university of Makassar



feedback, teaching, speaking skill


The research was aimed at finding out the students’ responses and perceptions toward the corrective feedback given in teaching speaking activity. The research applied quantitative methods by sending questionnaires to 70 students. The students’ responses and perceptions for teacher’s corrective feedback indicated that students think their spoken error should be corrected. In addition, the students want their teacher focus more on. They also agree if their friends should correct their error. The most popular corrective feedbacks in teaching speaking are the explicit correction, elicitation, and repetition. They have an effective function in detecting the students’ mispronunciation and low accuracy and fluency. The other corrective feedback like implicit correction, recast, clarification request, and metalinguistic feedback are not favored because the percentage is lower than other corrective feedback. It indicates that not all of corrective feedback is effectively used in speaking.

Author Biography

Arief Muhsin, Muhammadiyah university of Makassar

English Departement


Abdul Razak, N., Saeed, M., & Ahmad, Z. (2013). Adopting Social Networking Sites (Snss) as Interactive Communities Among English Foreign Language (EFL) Learners in Writing: Opportunities And Challenges. English Language Teaching, 6(11), 187–198.

Abedi, R., Latifi, M., & Moinzadeh, A. (2010). The Effect of Error Correction Vs. Error Detection on Iranian Pre-Intermediate EFL Learners’ Writing Achievement. English Language Teaching, 3(4), 168-174. Retrieved from

Alghazo, K., Abdelrahman, M. B., & Qbeitah, A. A. (2009). The Effect of Teachers’ Error Feedback On AL-Hussein Bin Talal University Students’ Self-Correction Ability. European Journal of Social Sciences, 12(1), Retrieved from https://scholar.

Arikunto, S. (2012). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Ayedh, A., & Khaled, E. (2011). EFL Teachers’ Feedback To Oral Errors in EFL Classroom: Teachers perspectives. Arab World English Journal, 2(1), 214-232.

Butler, A. (2007). The Effect of Type And Timing of Feedback On Learning From Multiple-Choice Tests. Journal of Experimental Psychology: applied, 13(4), 273-281. Retrieved from http://psycnet.apa. org/journals/xap/13/4/273/ doi: 10.1037/1076-898X.13.4.273

Chu, R. (2011). Effects of Teacher’s Corrective Feedback on Accuracy in the Oral English of English-Majors College Students. Theory and Practice in Language Studies, 1(5), 454-459. Retrieved from http://ojs. doi:10.4304/tpls.1.5.454-459

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE publication.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and Explicit

Corrective Feedback and The Acquisition of L2 Grammar. Studies in Second Language Acquisition, 28(2), 339-368. Retrieved from http://journals.

Gamlem, S., & Smith, K. (2013). Student Perceptions of Classroom Feedback. Assessment in Education: Principles, Policy & Practice, 20(2), 150-169. Retrieved from

Kazem, R. (2005). The Effect of Teachers’ Feedback on The Students’ Ability to Self-Edit in L2 Writing Classes-by Rola Ali Kazem. Retrieved from

Keizer, E., Albakry, M., & Weijer, J. Van De. (2007). English Language. Year’s Work in English, 86(1). Retrieved from

Lightbown, P. (2000). Anniversary Article. Classroom SLA

Research and Second Language Teaching. Applied Linguistics, 21(4), 431-462. Retrieved from

Long, M. (1996). The Role of the Linguistic Environment in

Second Language Acquisition. In Ritchie, W. C., & Bahtia, T. K. (eds.), Handbook of second language acquisition (pp. 413-68). New York: Academic Press.

Lyster, R., & Ranta, L. (2013). Counterpoint Piece: The Case for Variety in Corrective Feedback research. Studies in Second Language Acquisition, 35(1), 167-184. Retrieved from abstract_,doi: 10.1017/S027226311200071X

Pan, Y. (2010). The Effect Of Teacher Error Feedback On The Accuracy Of EFL Student Writing. TEFLIN Journal, 21(1), 57-77. Retrieved from http://www.

Saeed, A.N. (2010). School of Humanities and Social Sciences. Retrieved from, doi 10.5539/elt.v6n11p187

Yoshida, R. (2008). Teachers’ Choice and Learners’ Preference of Corrective Feedback Types. Language Awareness. 17(1), 78-93. Retrieved from http://



Abstract 3157  .
PDF downloaded 1589  .