The Role of Corrective Feedback in Oral ProductionDorić, Lejla (Avtor) Javornik, Marija (Mentor) Plemenitaš, Katja (Mentor) Kukovec, Melita (Komentor) corrective feedbackcorrecting oral errorsimmediate feedbackdelayed feedbackcovert methods.Foreign language learners make several errors when it comes to instant oral production and one of the crucial qualities of a good teacher is to know when and how to correct them without distracting or discouraging learners from future oral production. The main objective of this master’s thesis is to research different correction techniques and test them on primary school children. Another objective is to evaluate what kind of impact delayed and immediate feedback has on them. This paper is set as a case study based on eight primary school children, whom we thought and observed for a whole school year. All of them differ substantially in intelligibility, personality, learning styles and age. Moreover, as the second method of collecting data a structured interview was used. The main findings of this paper indicate that learners' view on error correction differs substantially from teachers’ beliefs. All learners want to be corrected by immediate feedback; however, some prefer covert methods. They all appreciate a chance to correct themselves, rather than being given the correct answer immediately after they make a mistake. To our surprise, learners are not bothered by immediate feedback. More uptake is shown when they are corrected immediately than after some delay. They dislike delayed feedback, since they tend to forget the errors they made and the feedback seems irrelevant to them.[L. Dorić]20182018-09-05 08:40:51Magistrsko delo/naloga71949UDK: 37.091.2/.3(043.2)COBISS_ID: 24093192NUK URN: URN:SI:UM:DK:KYHUJIX8sl