Students’ Outlook on Oral Corrective Feedback Timing: Pedagogical Implications for the Global Workplace Environment
Keywords:
Oral Corrective Feedback Timing, speaking competence, vocational studentsAbstract
Many studies have examined students’ perceptions of oral corrective feedback in academic contexts, yet they remain limited in their focus on vocational education. This situation also links communication skills to job readiness and professional competence. Vocational students are encouraged not only to acquire English but also to develop practical communication skills aligned with market demands. Therefore, understanding their preferences for various types of corrective feedback is critical. This study aims to investigate vocational students’ preferences for the timing of oral corrective feedback and to explore how these preferences relate to students’ pedagogical competence. This study employed a quantitative descriptive method. The participants were first-year students taking an English course. Data collection was conducted through a structured questionnaire that measured students’ preferences for the timing of OCF. Semi-structured interviews were conducted with selected participants to gain deeper insights into their perceptions and learning experiences. Quantitative data were analyzed using descriptive statistics, and qualitative data were thematically analyzed to identify common patterns in students’ cognitive and affective responses to the timing of oral corrective feedback.
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