DOI: 10.11648/j.edu.20261504.14 ISSN: 2327-2619

Corrective Feedback & Positive Backwash in the ELT Classroom Through Teachers & Apprentices Interaction at the Tertiary Level in Bangladesh

Mainul Islam, Muhammad Ishtiaq
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Corrective feedback performances as an integral element of language learning since it enable learners to identify and correct their linguistic mistakes through interactions between the teacher and the learner. In the Bangladeshi ELT setting, corrective feedback has a great significance since it comforts develop learners' proficiency, confidence, motivation, and fluency in English language learning process. The current study aims at investigating the importance of corrective feedback in English language learning process and finding out the role played by the hypothetical practice in developing positive backwash effect through good teacher-learner communication. The mixed-method research methodology was adopted in order to meet the research aims and objectives stated above. The quantitative data were collected using questionnaires distributed among tertiary-level English language learners whereas the qualitative data were collected in conducting interviews with faculty members of higher education institutions. In relation to the obtained data, corrective feedback has a positive effect on language proficiency, learners' confidence and motivation and classroom performance of learners. Constructive and systematic use of feedback makes classroom activity effective and efficient by creating the environment, which makes learners more aware of their mistakes and enables them to learn from them and improve their performance. Several challenges of the implementation of corrective feedback were identified during the research such as the issue of the class size and instructional time limitation. All the same, it was proven that feedback has significant importance in the English language learning process.

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