Teaching lexics to the pupils b1 (10-11 classes) contents introduction chapteri. Teaching grammar in context

2.2. TEACHING LEXICS TO THE MAD PUPIL
This figure indicates that although the top choice is a positive feeling and most learners feel satisfied when they were provided with immediate oral feedback, there are some learners who can be sensitive to immediate OCF and feel uncomfortable with it in the class. 4.4.What types of OCF do high-school EFL learners prefer in language classes? Table 7 indicates the preference of the OCF perceived by the high school EFL learners. Findings have been revealed through analyzing the third part of the questionnaire. Are there any differences among high school EFL learners in preferences of OCF types in terms of gender and grade level? In the third part of the questionnaire, the assumption of normality has been primarily taken into consideration in order to make comparisons according to grade level and gender variables. According to Kolmogorov-Smirnov test, there is no normal distribution. In this vein, Mann Whitney-U test, which is a non-parametric test, has been conducted for the gender variable. On the other hand, Kruskal-Wallis test, which is also a non-parametric test, has been used for grade-level variables since it consists of three groups. The findings of the tests are displayed below. EFL Learners’ Preferences and Emotions about Oral Corrective Feedback Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 2021 115 Table 8. Types of OCF male and female high school EFL learners prefer Gender N Mean Rank U p Self-correction Female 361 338,93 52371 0,301 Male 303 324,84 Peer-correction Female 361 315,55 48571,5 0,010 Male 303 352,70 Explicit correction Female 361 342,44 51103 0,122 Male 303 320,66 Recasts Female 361 353,95 46947,5 0,001 Male 303 306,94 Clarification request Female 361 334,14 54099,5 0,805 Male 303 330,55 Metalinguistic clue Female 361 356,97 45857 0,000 Male 303 303,34 Elicitation Female 361 334,36 54020 0,776 Male 303 330,28 Repetition of Error Female 361 327,85 53011,5 0,485 Male 303 338,04 Female EFL learners chose metalinguistic clue, recasts, explicit correction, self-correction, elicitation, repetition of error, peer correction in the order of their preference for error correction. On the other hand, male high school EFL learners chose peer-correction as the first choice, followed by a repetition of error, clarification request, elicitation, self-correction, explicit correction, recasts, and metalinguistic clue. As Table 8 indicates, learners differ in items peer correction, recasts, metalinguistic clues in terms of gender variable. Females perceived peercorrection (315,55) as the last choice whereas males chose peer-correction as the top choice (352,70). Another interesting finding was that females perceived recast as the second most important OCF type; however, males perceived it as the second least important type of OCF. The last significant difference according to the Mann Whitney-U test results, females preferred metalinguistic clue as to the top choice (356,97) while males preferred metalinguistic clue as to the last choice. It is very striking that self-correction is in the fourth-order in females’ preferences, and in the fifth-order in males’ preferences. However, self-correction is observed as the top choice when the results are assessed generally regardless of any variables (shown in Table 7). This can be explained by the fact that the first three preferences of females are the last three preferences of males. Table 9 indicates the results of Kruskal-Wallis test, which has been conducted to investigate high school EFL learners’ preferences for OCF types in terms of a grade-level variable. Table As illustrated in Table 9, learners in the 9th grade preferred elicitation as the first choice, and repetition of error, as the last choice. Learners in the 10th grade perceived repetition of error as the most preferred one, but elicitation, as the least preferred type of OCF. The first and the last choices of the 9th and 10th grades are surprisingly contradicting. As for the 11th -grade learners, explicit correction is the first choice, and the metalinguistic clue is the last choice. When the data is analyzed through Kruskal-Wallis Test, it is observed that learners differ in items 5 and 8 in terms of grade level. In both items, there is a statistically significant difference between the 9th and 10th grades. The fifth type of OCF is clarification request, which learners in the 10th grade preferred more than learners in the 9th grade. Similarly, learners in the 10th grade preferred repetition of error more than learners in the 9th grade. 5. Discussion In a foreign language learning context, FL teachers provide various types of OCF when learners generate erroneous utterances in communicative contexts.