VietTESOL International Convention 2025

This study explores the perceptions of EFL teachers and students regarding oral
corrective feedback (OCF) in English speaking classrooms, aiming to uncover
how feedback is understood and delivered in Mekong Delta context. Under
Vygotsky’s Sociocultural Theory, qualitative data were collected through semi-
structured interviews with eight EFL teachers and their eight students in four
English private centers in four different provinces in the Mekong Delta. Thematic
analysis revealed two key findings. First, both teachers and students highlighted the substantial benefits of OCF in fostering language development and enhancing learner awareness. Teachers perceived OCF as essential for improving linguistic accuracy, preventing fossilized errors, integrating speaking and listening skills, and supporting learner autonomy. Similarly, students acknowledged that OCF helped refine their
grammar, pronunciation, and vocabulary while also increasing their confidence
and motivation to speak English. Second, the study identified a strong alignment and occasional difference in OCF preferences and adaptive strategies. Teachers reported tailoring their feedback based on activity types, student proficiency, age, and emotional responses, employing a mix of direct and indirect methods consist of recast, elicitation, and delayed correction. Students expressed varied preferences for feedback timing
and delivery, with some favoring immediate correction for clarity and others preferring delayed feedback to preserve fluency and reduce anxiety. These findings underscore the importance of flexible, learner-sensitive OCF in order to balance linguistic accuracy with emotional support, contributing to a more engaging and effective speaking classroom environment.