The impacts of teacher’s oral corrective feedback to students’ psychological domain: a study on EFL speech production

The teacher’s oral corrective feedback is the hallmark in teaching speaking. It is a daily input given by teachers to improve students’ speaking skill. However, it is rarely known the effects of the OCF to students’ psychological domain. Therefore, the present study investigated the students’ psychological problems after receiving teacher’s oral corrective feedback, and psychological problems that impede students’ speaking performance in English as a Foreign Language (EFL) speaking classroom. Following a case study, the data were collected using questionnaire and interview. The participants of the present study were 25 students registering in public speaking class of English Department. The findings showed that OCF induced some psychological problems, namely low self-efficacy and confidence, anger with themselves, and worry to make mistake in the classroom. However, it did not significantly hinder students’ speaking performance. There was an indication that the students had a positive effect rather than a negative effect from the teacher’s oral corrective feedback. Thus, teacher’s oral corrective feedback tended to facilitate than interfere with students’ speaking performance.