THE EFFECTS OF IMPLICIT AND EXPLICIT ORAL CORRECTIVE FEEDBACK

ON ESL GRAMMAR LEARNING

By:
Anwar Bin Zakaria
Ahmad Sabry Othman, PhD

Malaysian Institute of Teacher Education (IPG)

Kota Bharu Campus, Kelantan

ABSTRACT

The purpose of the study is to examine the effects of oral corrective feedback (CF) on
the ESL grammar learning. Two types of oral CF were studied, implicit and explicit oral CF.
The ESL grammar learning is classified into two aspects, the learning of explicit grammar
knowledge and implicit grammar knowledge. The participants consists of 80 teacher trainees.
The study employs a quasi-experimental research method using 3-groups pre-test and post-
test design. The interventions consists of three oral CF, implicit oral CF, explicit oral CF and
task-related feedback. The implicit oral CF is operationalised as recast while explicit CF is
operationalised as metalinguistic feedback. The task-related feedback considered as the
control group. Data collection includes pre-tests, post-tests, questionnaires and interviews.
The tests are analysed using one-way analysis of variance (ANOVA). The questionnaire is
analysed using descriptive statistics. The interviews is analysed descriptively. The results
revealed that oral CF has positive effects on implicit and explicit ESL grammar learning.
Relatively, the explicit oral CF in the form of metalinguistic feedback has a superior effect on
both explicit ESL grammar learning. The study implicates that ESL teachers and practitioners
should integrate the use of implicit and explicit oral CF in their lesson.