Students’ Responses to Direct Oral Corrective Feedback on Speaking Vocabulary at a Junior High School

Abstract

This study aims to examine students' responses to direct oral corrective feedback, exploring its perceived benefits and challenges in vocabulary acquisition when speaking English. Using a descriptive qualitative design, this study involved four purposively selected seventh-grade students at a public junior high school in Karawang. Data were collected through direct interviews and documentation, including photographs and audio recordings, and were analyzed qualitatively through data reduction, display, and conclusion drawing. The findings reveal that direct oral corrective feedback was perceived as beneficial, helping students understand vocabulary in context, recognize their speaking errors, and apply proper vocabulary. Positive responses included increased confidence and improved speaking skills, whereas negative responses involved embarrassment when corrected in front of peers. Students also expressed constructive attitudes and a motivation to become more fluent. The implication is that teachers should provide oral corrective feedback in a supportive and personalized manner, especially when students feel embarrassed, in order to maximize its benefits.