Preferences of ESL Teachers and Student Reactions to Corrective Feedback: A Study at Chittagong University, Bangladesh

Abstract

This mixed-methods study examined ESL teacher preference in corrective feedback strategy and students' reaction towards the feedback demands at Chittagong University, Bangladesh, to address the gap in comprehending the teacher-student interaction during feedback. The data was gathered by means of surveys and focus groups among teachers and students to examine the preferences of the feedback strategy and responses of learners. The study found that the teacher's preferences were highly positive towards the use of an indirect feedback strategy, especially recasting and clarification requests. There was a high alignment related to teacher preferences to the actual classroom practice. The students expressed highly positive responses to the corrective feedback of complex adaptive mechanisms and high receptivity. Teachers managed to use the strategies of their choice even with systematic obstacles such as limited time and large classes. The results disprove the presuppositions regarding implementation differences in language teaching and affirm that good corrective feedback entails compatibility between teacher preparation, student receptivity, and institutional support but cannot be applied universally.