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Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom Hawin Amalia, Zaky Dzulhiza; Fauziati, Endang; Marmanto, Sri
Humaniora Vol 10, No 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5248

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

Male and female students' uptake in responding to oral corrective feedback Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification. The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.

Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Humaniora Vol. 10 No. 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5248

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.

PREFERENCES FOR THE ORAL CORRECTIVE FEEDBACK TYPES IN SPEAKING CLASSROOM: VOICES FROM MALE AND FEMALE UNIVERSITY STUDENTS Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
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Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1083.939 KB)

Oral Corrective Feedback (OFC) in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers’ practices, and how learners perceive these practices still needs investigation. Based on this, the current studyaims atinvestigating the male and female students’ preferences on thesix types of oral corrective feedback as proposed by Lyster and Ranta (1997), and revealing their underlying reasonbased on their preferences. This study was qualitative study. A set of questionnaires wasdistributed to a random sample of thefirst-year university students (15 males and 15 females), and interview was providedas the follow-up activity from the result of questionnaires. The result from the survey indicates that most of the male students have a higherpreference to explicit correction and most of the female students have a higher preference to metalinguistic feedbackcompared to other types of OCF. Furthermore, there are some reasons behind their choice of OCF types.They perceived that clarification request is the most ambiguous type to be comprehended,whereasexplicit correction and metalinguistic feedback are the easiest way to be recognized. Theresult of this studyaims to improve the practice of oral correctivefeedback in speaking classroom.

Male and female students' uptake in responding to oral corrective feedback Zaky Dzulhiza Hawin Amalia; Endang Fauziati; Sri Marmanto
Journal on English as a Foreign Language Vol 9, No 1 (2019): Issued in March 2019
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v9i1.1047

This study aims at investigating male and female students’ ‘uptake’ to the lecturer’s oral corrective feedback (OCF). This study used a qualitative method using a case study design. Thirty-nine students in the English Education Department participated in this study. They consisted of eleven male students and twenty-eight female students. All participants in this study were taking Survival Speaking class. The data were collected through observation of six hours of speaking classroom interaction. It was then analyzed through three stages: data condensation, data displays and drawing conclusion, and verification. The findings revealed that explicit correction is the most widely used and leads to the most amount of repair. The data obtained from the male students show that explicit correction leads to uptake with repair, whereas the four implicit feedback strategies i.e. clarification request, metalinguistic feedback, elicitation, and repetition mostly lead to uptake with need-repair. Furthermore, the data obtained from the female students show that explicit correction, recast, and metalinguistic feedback mostly lead to uptake with repair, whereas clarification request, elicitation, and repetition mostly lead to uptake with need-repair. Hence, the results of this study will show us which type of oral corrective feedback induces successful feedback and uptake.

Charting the Development of Multimodality in English Language Teaching within Higher Education: A Bibliometric Perspective Zaky Dzulhiza Hawin Amalia; Heppy Mutammimah; Ummy Khoirunisya’ Masyhudianti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7961

Multimodality has become a crucial component of 21st-century learning as students increasingly engage with diverse modes of communication in their daily lives. While multimodality has been widely studied, limited attention has been given to its development in English Language Teaching (ELT) within higher education. This study fills that gap by mapping global research trends, leading contributors, and thematic directions through a bibliometric analysis using the Scopus database. A total of 265 documents were initially retrieved, and 184 English-language journal articles published between 2015 and 2024 were included for analysis. Data were processed using VOSviewer to visualize keyword co-occurrence and identify emerging research clusters. The findings reveal that China is the most productive country with 58 publications, followed by the United States with 23, and that National Yunlin University of Science and Technology is the leading institutional contributor. Six thematic clusters were identified, covering multimodality, discourse analysis, digital storytelling, and teacher education. These insights provide a comprehensive overview of the field’s evolution and offer practical implications for educators and researchers aiming to enhance multimodality and pedagogical innovation within higher education.

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