A Descriptive Study of Teacher’s Oral Feedback In an ESL Young Learner Classroom in Indonesia
AbstractThis study reports the teacher‟s oral positive and corrective feedback in a classroom interaction in ESL young learner context in Indonesia. The study was conducted in a primary one class of a newly-established international school where English was used as the medium of instruction not only in English class but also in almost all subjects. It was revealed that the teacher employed more positive feedback than corrective feedback in the interaction, and in employing positive feedback the teacher preferred to utilize non-verbal cues (paralinguistic strategy) and praise markers. However, there was a potential ambiguity in employing praise markers. In employing negative/corrective feedback, the teacher tended to use explicit feedback rather than implicit feedback. Besides the above, corrective feedback was used to expand conversation, scaffold learning and negotiate meaning and form.
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