Lorduy Arellano, Danilsa del CarmenRegino Cárdenas, NoheliaPerez Polo, Samira Sofia2021-10-012021-10-012021-09-14https://repositorio.unicordoba.edu.co/handle/ucordoba/4594Corrective feedback (CF) constitutes an opportunity for teachers to work on students´ errors and mistakes during oral communication activities since it provides the correct strategies. This study sought to explore the use of corrective feedback strategies for correcting 9th graders’ errors in oral communication in EFL classes at a secondary public school in Montería, Córdoba. Data was collected through direct observation, a teacher diary, a stimulated recall, and a semi-structured interview. The results revealed that the teacher used repetition to boost self-correction and peer-correction rather than recast and clarification requests which were also used during three online meetings; This study suggests that the effectiveness of CF will depend on the teachers’ knowledge and consciousness about the different techniques that can be implemented when providing feedback and the learners’ uptakes to each one of them.1. Introduction…………………………………………………………………………………………………. 42. Theoretical framework…………………………………………………………………………………….... 62.1 Conceptual framework…………………………………………………………………………………….. 62.1.1Error correction…………………………………………………………………………………………… 62.1.2. Corrective feedback………………………………………………………………………………………72.1.3 Types of corrective feedback strategies………………………………………………………………….. 72.1.4 Learners Uptake……………………………………………………………………………………………92.1.5 Oral communication skills………………………………………………………………………………. 112.2 Literature review…………………………………………………………………………………………... 123. Methodology………………………………………………………………………………………………… 153.1 Type of study………………………………………………………………………………………………. 153.2. Context and participants…………………………………………………………………………………… 174. Data Collection Procedures………………………………………………………………………………….. 185. Data analysis…………………………………………………………………………………………………. 216. Findings……………………………………………………………………………………………………… 226.1.1 Corrective feedback strategies used in oral interaction……………………………………………………226.1.2 Repetition as the most used corrective feedback strategy by the teacher………………………………….236.1.3 Recast as a corrective feedback strategy…………………………………………………………………. 246.1.4 Clarification request as feedback corrective strategy…………………………………………………….. 256.1.5 Metalinguistic feedback as corrective feedback strategy………………………………………………… 256.1.6 Explicit correction as corrective feedback strategy………………………………………………………. 266.1.7 Elicitation as corrective feedback strategy……………………………………………………………….. 266.1.8 Repetition as the most used corrective feedback strategy………………………………………………… 276.2.1 Opportunities that teachers´ feedback provided to students´ errors………………………………………. 286.2.2 Positive repairs when using repetition and metalinguistic feedback ………………………………………296.2.3 Self correction, peer correction and repetition as corrective feedback strategies………………………… 306.2.4 The most preferred corrective feedback strategies………………………………………………………… 317. Discussion…………………………………………………………………………………………………….. 338. Conclusion…………………………………………………………………………………………………….. 369 References……………………………………………………………………………………………………… 38APPENDIX 1 ……………………………………………………………………………………………………..41APPENDIX 2……………………………………………………………………………………………………...48APPENDIX 3…………………………………………………………………………………………………….. 51application/pdfengCopyright Universidad de Córdoba, 2021Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)RetroalimentaciónComunicaciónCorrección y captaciónFeedbackCommunicationCorrectionAnd learner uptake