THAI EFL LEARNERS’ PREFERENCES ON DELAYED VERSUS IMMEDIATE CORRECTIVE FEEDBACK IN ENGLISH LEARNING : A CASE STUDY ON A PRIMARY SCHOOL IN SONGKHLA, THAILAND

Abstrak

In Language learning, there are various things to be considered as teachers included in Teaching English as Foreign Language context. Correcting students‟ errors, for instance, has become an essential to be studied. Concerning this matter, giving corrective feedback appropriately will guide students to decrease their reluctance in learning the target language. Therefore, to understand learners‟ needs through the aim of this study, researcher investigated Thai EFL learners‟ preferences on delayed and immediate corrective feedback in English learning. The data collected from video-recordings and a stimulated recall (SR) interview with five students who was chosen randomly from fifteen students as participants
at a primary school in Songkhla, Thailand. The results obtained that three from five students preferred delayed corrective feedback, meanwhile two others preferred immediate corrective feedback as it is provided in the findings