The Analysis of the Appreciation of French-speaking pupils learning English as a Second Language regarding Corrective Feedback in the Speaking Skill

This thesis focuses on corrective feedback provided by teachers following an oral activity in English by secondary school students. It serves as a guideline for teachers on whether feedback is effective, what types of feedback work best, and whether individual variables play a role in how feedback is perceived according to the personal assessment of students in six different secondary school grades. Special attention is also given to the anxiety factor, as speaking in another language in front of other people can be a source of stress for pupils. Most studies are concerned with the effects that feedback may have in the opinion of teachers and educationalists, whereas the aim of the present work is to study the effect it has on the actors most concerned, the students. It is by collecting and analysing their opinions that the different feedback methods available can be compared to determine which ones are effective for their second language learning (English).