What type of study is this?

This is a Descriptive Qualitative Design study.

Teacher's Use and Students’ Perception on Oral Corrective Feedback in English Morning Program (EMO)

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Qualitative analysis reveals students perceive oral corrective feedback positively in English classes, indicating it enhances learning.

Oral corrective feedback enhances speaking competence, as indicated by student agreement with 68.1%.
Teacher A primarily used recasts, while Teacher B employed both recasts and repetition to correct students.
Descriptive qualitative design was applied, focusing on observations, interviews, and a 15-item questionnaire.
Findings suggest oral corrective feedback is beneficial for improving students' speaking in non-native language settings.

Ivan et al. (2024) studied this question.

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