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ORIGINAL RESEARCH PAPER
Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School
by
Đejlana Gledo 1 
1 Richmond Park International Secondary School, Sarajevo, Bosnia and Herzegovina
ABSTRACT
This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.
Keywords: acquisition, EFL classroom, oral feedback, metalinguistic feedback, elicitation
HOW TO CITE THIS ARTICLE
Gledo Đ. (2024). Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School, MAP Education and Humanities, 5, 1-14. doi: https://doi.org/10.53880/2744-2373.2024.5.1