Learner-Informed Oral Corrective Feedback in Saudi EFL Classrooms: University Students’ Perceptions and Preferred Feedback Strategies

Abstract

Oral corrective feedback (OCF) plays an important pedagogical role in supporting learners’ spoken language development in English as a Foreign Language (EFL) classroom. However, the effectiveness of OCF depends largely on how well feedback practices align with learners’ expectations and classroom experiences. This study examines Saudi EFL university students’ perceptions of oral corrective feedback and their preferred feedback strategies when feedback is provided by transnational teachers. Using a quantitative survey design, data were collected from 198 first-year university students enrolled in intensive EFL courses. A structured questionnaire was employed to explore students’ views on the importance, timing, and delivery of oral corrective feedback, as well as their preferences for commonly used OCF strategies. Descriptive statistical analysis using means and standard deviations revealed that students generally held positive perceptions of oral corrective feedback and regarded it as an essential component of effective language learning. The findings further indicated that students preferred teacher-led feedback that was clear and instructional, with explicit correction, recasts, and metalinguistic feedback rated more favourably than self-initiated strategies. These results highlight the importance of learner-informed feedback practices and offer practical pedagogical implications for EFL teachers, particularly transnational educators working in culturally diverse university classrooms.