An Investigation into Efl Teachers’ Oral Corrective Feedback on Students’ Speaking Performance from A Critical Discourse Analysis Perspective– A Case Study of Vietnamese Language Classrooms

Abstract

Corrective feedback is an essential aspect of second language acquisition, particularly in EFL contexts. In the field of EFL teaching, providing corrective feedback plays a crucial role in facilitating language development and improving students' proficiency. However, traditional research on corrective feedback has primarily focused on its effectiveness in terms of error correction, often neglecting the broader context of classroom discourse. This paper aims to explore the employment of corrective feedback strategies via classroom discourse by EFL teachers and its correlation with student learning behavior. Data would be collected through the use of audio-recording teachers’ discourse in 4 selected English language classrooms. The teachers’ classroom discourses are transcribed and categorized according to the taxonomy adapted from Herra and Kulińska (2018). Typical discourse patterns would then be analyzed utilizing the critical discourse analysis model proposed by Norman Fairclough (2015) to unveil the ideology and power imbedded in the classroom discourse by EFL teachers. Implications and recommendations would then be worked out for the improvement of teacher discourse in giving corrective feedback and for teacher professional development.