Error Correction and Feedback in Speaking : A Comparative Study of Teacher (Lecturer) and Student Preferences in Responding Students’ Errors in Speaking at English Education Study Program

Bambang Irfani


While it is strongly believed that students’ errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students’ errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities.

This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively.

Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techniques in speaking activities.



error correction and feedback; error correction strategies; speaking activities; teacher and student preferences

Full Text:



Ancker, William. 2000. Errors and Corrective Feedback: Updated Theory and Classroom Practice. English Teaching Forum, 38, 4, pp. 20-24

Ary, Donald 2010. Introduction to Research in Education. 8th Ed. Belmont, California: Wadsworth Cengage Learning

Bailey, Carol S. 2007. A Guide to Qualitative Field Research. 2nd Ed. Thousand Oaks, California: Pine Forge Press

Broughton, Geoffrey. 1980. Teaching English as a Foreign Language. 2nd Ed. London: Routledge Education Books

Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice-Hall

--------------- 2001. Teaching by Principles: An IntegrativeApproach to Language Pedagogy, 2nd Ed. New York: Addison Wesley Longman Inc.

Case, Alex. 2008. 15 Ways to Correct Spoken Errors. Available online at:

--------------- 2008. Alternatives to Spoken Error Correction. Available online at:

Corder, S. P. 1981. Error Analysis and Interlanguage, Walton Street: Oxford University Press,

Davies, P. and E. Pearse. 2000. Success in English Teaching.Oxford: Oxford University Press.

Dulay, Heidi., Marina Burt, and Stephen Krashen. 1982. Language Two. New York: Oxford University Press.

Fraenkel, Jack R. and Norman E. Wallen. 1993. How to Design and Evaluate Research in Education. 2nd Ed. New York: McGraw-Hill Inc.

Hadfield, Jill and Charles Hadfield. 1999. Oxford Basic Simple Speaking Activities. Third Ed. New York: Oxford University Press.

Harmer, Jeremy. 2001. How to Teach Speaking. EdinburgGate, Harlow, Essex: Pearson Education Limited.

---------------- 2004. How to Teach English. Edinburg Gate,Harlow, Essex: Pearson Education Limited.

Hedge, T. 2000. Teaching and Learning in the Language Classroom.Oxford: Oxford University Press.

Luoma, Sari. 2004. Assessing Speaking. Cambridge: Cambridge University Press.

Pollard, Lucy. 2008. Lucy Pollard’s Guide to TeachingEnglish. An e-book.

Richards, J. C. & C. Lockhart. 1996. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language, Yogyakarta: GrahaIlmu

Smith, M.S. 1994. Second Language Learning: TheoreticalFoundations. Harlow: Longman.


  • There are currently no refbacks.

International Conference on Education and Language (ICEL)
Bandar Lampung University
ISSN: 2303-1417