Abstract:

Oral correction is a common element in Second Language (L2) classes associated with linguistic improvement and (de)motivation. To investigate the relationship between oral corrective feedback, (de)motivation and students’ language proficiency, the answers to a post-session questionnaire, an observation rubric and the recordings of four groups of Spanish as Foreign Language (SFL) students with different proficiency were compared. The questionnaire presented students with possible demotivating situations in which they receive oral corrective feedback, while the observations offered insight into the types of corrections commonly present in the language class. This part of the study presents the relationship between second language proficiency and students’ perception of oral corrective feedback. Understanding students’ preferences for certain oral corrections, can inspire teachers ideas on how to adapt their lessons to promote students’ oral practice and maintain their motivation when receiving oral corrective feedback.

Keywords:

Demotivation, Spanish as a Foreign Language, Oral Corrective Feedback, Language Proficiency.