ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS AND PRACTICES OF ORAL CORRECTIVE FEEDBACK IN TEACHING SPEAKING: THE CASE OF THREE SELECTED GRADE 12 PREPARATORY SCHOOLS OF GODE DISTRICT, SHEBELLE ZONE SOMALI REGIONAL STATE

Abstract

The aim of this study was to investigate relationship between English language teachers’ perceptions and their practices of oral corrective feedback in speaking classroom. This study was conducted in three selected grade 12 preparatory schools in Gode district Somali Regional State. To understand the teachers’ perceptions interview was conducted with four English language teachers after the classroom observation session. Besides, the classroom observation which was recorded in video and audio was carried out before the interview for the stated four teachers. A descriptive survey method was used as a research design so as to achieve the intended objectives of the study. After the perceptions were analyzed thematically, and the teachers’ actual classroom practices were interpreted in frequencies and percentages, the relationship between their perceptions and practices were also analyzed and interpreted. Accordingly, the teachers ‘perceptions and practices were found related when interpreted in average and indicates as perception and practice affects each other. Later, after the collected data were analyzed qualitatively or in thematic manner, summary and conclusions were drawn and possible recommendations were drawn for teachers to consider while they provide oral corrective feedback moves in their speaking classrooms.