The Impacts of Teacher’s Oral Corrective Feedback to Students’ Psychological Domain:A Study on EFL Speech Production

Abstract The teacher’s oral corrective feedback is the hallmark in teaching speaking. It is a daily input given by teachers to improve students’ speaking skill. However, it is rarely known the effects of the OCF to students’ psychological domain. Therefore, the present study investigated the students’ psychological problems after receiving teacher’s oral corrective feedback, and psychological problems that impede students’ speaking performance in English as a Foreign Language (EFL) speaking classroom. Following a case study, the data were collected using questionnaire and interview. The participants of the present study were 25 students registering in public speaking class of English Department. The findings showed that OCF induced some psychological problems, namely low self-efficacy and confidence, anger with themselves, and worry to make mistake in the classroom. However, it did not significantly hinder students’ speaking performance. There was an indication that the students had a positive effect rather than a negative effect from the teacher’s oral corrective feedback. Thus, teacher’s oral corrective feedback tended to facilitate than interfere with students’ speaking performance.


PUBLIC INTEREST STATEMENT
In this paper, we contributes to the expansion knowledge of corrective feedback EFL adult classroom. We highlighted the psychological problems and how the problems interfere students' learning speaking. Practically, the findings potentially attract and inspire educators in implementing the effects of corrective feedback in classroom and students' learning. The findings help them to make clear understanding on the psychological problems issued by their corrective feedback. Therefore, they are able to prevent and be ready for the negative effect. In addition, the results of the study inform them on the positive effects of the corrective feedback regardless its negative effects. In short, the results of the study provide another perspective on the debate of corrective feedback and inform the teacher, practitioners, or other stakeholder who research under the issue. For that reason, the present study is potentially read by large scale of audiences.

Introduction
Although the discussion of corrective feedback has been around for a long time, no subtle consensus met among researchers. Among the researchers, the effectiveness of corrective feedback becomes a controversial issue, especially in the second language acquisition research (Chen & Liu, 2021). For example, (Brown, 2007) proposed that giving negative cognitive feedback leads to decreasing students' willingness to communicate, while too much positive cognitive feedback causes ignorance to the errors. Consequently, the discussion on the impact of the corrective feedback on second language learners' performance is interesting (Li, 2018) Oral corrective feedback (OCF) as a type of corrective feedback is defined as spoken feedback given by teachers to indicate speaking error. Thus, the OCF facilitate to refine students' speaking skill. The importance of oral corrective feedback in the speaking classroom has received a positive appreciation in the language classroom (Chen & Liu, 2021;Elsaghayer, 2014;Lee, 2016;Mufidah, 2018). Corrective feedback is considered as a significant role in language mastery. Many teachers affirm that oral corrective feedback becomes a major attempt to build accuracy, fluency, and appropriateness in speaking mastery. It is the main hallmark of foreign language teaching in the majority of the classrooms; it is reflected in the instructional setting (Sakiroglu, 2020). From the students' perspective, corrective feedback is necessarily needed to gradually eliminate their mistakes and errors during the learning process. Also, it is important to advance the learning process and improve pronunciation, even spelling (Alsolami, 2021). Even though corrective feedback is debatable and brings adverse impact (Truscott, 1996), it is desired to be given because 70% of utterances in a speaking class focus on accuracy rather than on communicative language use (Pawlak, 2014). Accordingly, corrective feedback is an inherent part of language instruction due to the tangible learning gains on the part of the students.
Although corrective feedback has been seen as an effective way for students' improvement in pronunciation, some researchers found other facts. (Ellis, 2013) argued that although corrective feedback is necessary, it possibly interferes with students' learning. Similarly, (Harmer, 2007) mentioned that inappropriate correction such as, the techniques and the focus of the correction increases the learners' stress level and stops acquisition. Thus, the teachers should attentively choose the "right" techniques, although it has been found, to avoid the negative effects of the correction itself. The teachers should not interrupt students with the grammar, lexical, or pronunciation during communicative activities (Harmer, 2007). In line with the previous researchers who opposed corrective feedback. Further, the teachers should avoid over correction because it impacts the students' psychological problems, such as embarrassment, anger, inhibition, and a sense of inferiority among learners (Truscott, 1996).
In practice, some aspects need to be thought out while giving corrective feedback. This consideration requires more attention since it has great relevance to every teaching practice in treating students' errors; it even becomes the most interesting point among theorists and researchers (Sakiroglu, 2020). Therefore, all those questions should be well answered by the teacher to establish appropriate corrective feedback and avoid the adverse effects of corrective feedback.
Whilst applying the corrective feedback, trial and error and revision here and there on what, when, and how the corrective feedback is applied. Consequently, inappropriate OCF may be given to students. For that reason, the negative effects of corrective feedback undoubtedly affect the students. The possible negative aspect that occurs is psychological problems. Psychological problems could be understood as the negative effects on OCF on students' psychological domain, such as affective states (e.g., feeling happy, optimistic, satisfied, and interested in life, feeling negative, desperate), memory, and attention span (Preedy & Watson, 2010). It is not surprising that the corrective feedback itself creates anxiety in students and interferes with their acquisition (Ellis, 2013)The students may lose face, resulting in low self-esteem, demotivation, unwillingness to speak, and anxiety (Agudo, J. de, 2012;Elsaghayer, 2014).
Unfortunately, this discussion has been understudied; therefore, further research is needed which focuses on psychological problems caused by corrective feedback. The present study focused on examining the students' psychological problems after receiving OCF and psychological problems that interfere with students' speaking performance in an adult EFL speaking classroom. This study contributes to the field of English Language Teaching in the speaking classroom in four ways.
The remainder of this study is organized as follows; Section 2 discusses on the literature review. Section 3 introduces methodology, and Section 4 presents the results of the study, followed by discussion and conclusion in section 5, and finally implications and limitation of the study will be offered in section 6.

Theoretical Framework
Corrective feedback is the teachers' tool to draw students' attention in order to modify or correct their errors. In a simple definition, the correction can be understood as the teachers' response to the students' errors made during the performance. (Ellis, 2013) defined corrective feedback as a complex phenomenon that has more than instructional intention for the students learning. (Lyster & Ranta, 1997) called the correction "repair", while the modification made by the students is called "uptake". In the process of "repairing" the students' errors, the teachers give input to enhance the students' performance. Therefore, corrective feedback is commonly given to productive skills, such as speaking and writing rather than listening and reading.
In giving the correction, teacher OCF can be classified into several types. (Lyster & Ranta, 1997) classified OCF into explicit correction, recasts, elicitation, metalinguistic, clarification request, and repetition. As the name suggests, in explicit correction, the teachers give the correct form and highlight students' errors. Recast is a type of correction when teachers implicitly reformulate all or part of the students' utterances (Rassaei, 2019). The implicit level of the recast can be seen in the form of the paraphrase of the students' utterances without any further indication that the utterances are ill-formed. The next type is elicitation in which the teachers directly elicit by asking questions or by pausing in order to give the opportunity for the students to reformulate their error. Sometimes the teachers also ask for clarification on the erroneous utterances. Another type of corrective feedback is metalinguistic feedback in which the teachers provide explicit information of forms. The last type of corrective feedback is repetition when the teachers repeat the students' illformed utterances and adjust the intonation to highlight the error (Rassaei, 2019). The following chart is the depiction of types and processes of giving corrective feedback ( Figure 1).

Practical Framework
In giving appropriate feedback, teacher also considers the frequency of the correction. Too much correction negatively affects the students' cognitive and affective domain, while inadequate correction hinders the students from getting effective input for their improvement. In terms of time when the correction is given, the correction can be provided immediately or delayed until later after the communicative activities have been finished. All the considerations should be well defined by the teachers to avoid the negative effect on the students' cognitive and affective domains.
Some previous studies have been conducted to study the psychological impacts of corrective feedback. (Agudo, J. de, 2012) examined 208 EFL students in secondary schools. Utilizing a short questionnaire, the study identified that 61.38% of students were offended by the corrective feedback and feared making mistakes in speaking (64.35%), and 47.52 % of students detested making an oral error as they were worried about their learning success. Other negative psychological effects were also found, such as feeling embarrassed (14.85%), angry (12.87%), bothered (9.90%), sorry (8.91%), indifferent (7.92%), overwhelmed (1.98%), and nervous (0.99%). The results show that oral corrective feedback made the students withdraw from the practice of speaking. They were reluctant to speak due to the fear of having oral corrective feedback. It also resulted in the students' resentment, doubt of themselves, feeling of upset when they do not understand the teachers' feedback, and thought about the reason why they made mistakes.

Figure 1. Error Treatment Sequence
Source: (Lyster & Ranta, 1997) Hartono et al., Cogent Education (2022), 9: 2152619 https://doi.org/10.1080/2331186X.2022.2152619 (Elsaghayer, 2014) conducted the similar study by focusing on the students' emotional reactions to the corrective feedback and the effects on the students' motivation. The data was collected quantitatively through a questionnaire distributed to 110 secondary students in Misurata, Libya. The study found that corrective feedback made 63% of students reluctant to speak because they were worried about making mistakes. They also felt insulted when receiving corrective feedback (62%). Further, this corrective feedback affects the students questioning on themselves especially on their abilities and their learning possibilities (45%).
A similar result was also found by Asnawi, Zulfikar, and Astila (2017). Using an adapted questionnaire from (Elsaghayer, 2014) and Calsiyao (2015) filled out by 254 students of the Department of English Language Education at UIN Ar-Raniry, some results were discovered. First, the students opined that corrective feedback is an important aspect of their speaking enhancement. Second, the students felt unhappy when they did not understand the teachers' corrections. They also mentioned that excessive corrective feedback lessened their confidence and they felt uncomfortable when the teacher interrupted their speaking. Feeling uncomfortable when interrupted with oral corrective feedback was also found by (Bulusan et al., 2019).
A similar study was also conducted by (Mufidah, 2018). She scrutinized the impact of oral corrective feedback on different levels of language anxiety. Using a qualitative study with field notes, video recording, and semi-structured interviews, she found that across the different anxiety levels, the students mentioned that they had the same opinion: oral corrective feedback helps them know their mistakes easily and motivates them to study harder. However, it did not increase their speaking performance. In a very anxious group, specifically, the oral corrective feedback had negative impacts, such as avoidance of classroom activities, poor speaking performance, selfdeprecating thought, anxiety, nervousness, and discomfort. The students also doubted their ability since they got the correction. Moreover, they were embarrassed and afraid due to the correction given in front of their friends.
It is true that those studies have been devoted to analyzing the negative impact of oral corrective feedback, however, further research is needed especially the one which focuses on psychological effects following teacher's corrective feedback. To the best of our knowledge, the stream of oral corrective feedback research is dominated by the cognitive domain that discusses how oral corrective feedback improves students' speaking ability rather than on the affective domain. For this reason, the discussion of the effect of oral corrective feedback in the affective domain remains scanty. Thus, carrying further research on an affective domain is warranted.
We also notice that the research questions of the previous studies lead to the "what" questions. As such, further research also needs to investigate using "how" questions. By answering "how", it is understandably possible that the study will contribute to providing information on how students perceive the corrective feedback as negative and/or positive. This information is undoubtedly necessary for teachers so that they can minimize or avoid the negative factors and enhance the supporting factors to successfully implement oral corrective feedback in the classrooms.
Besides, the participants of the previous studies were at the secondary level; thus, further research also considers higher level of study which possibly has higher demand on speaking competence in terms of both fluency and accuracy. Additionally, we believe that different levels of education and expectations affect the students' perspectives on oral corrective feedback as every variable brings unique information (Latief, 2013).
Unlike the previous research that used the quantitative method, the present study goes deeper into revealing students' psychological problems after receiving corrective feedback by using a case study. This is because in-depth analysis of the informants is needed to discover the psychological problems and how far the negative effects interfere with students' learning. The data was collected in a public speaking class, at the tertiary level, in English Language Education Program, Universitas Brawijaya, Indonesia. The data was collected through a questionnaire and interviews. As such, the present study aims to examine: 1) the students' psychological problems after receiving teachers' oral corrective feedback, and 2) how the psychological problems interfere with students' speaking performance.

Methodology
The present research used a case study design to find an in-depth understanding on the effect of teacher corrective feedback on the students' psychological problems. The research focused on seeking for the students' psychological problems after receiving teacher's oral corrective feedback. Further, the study sought for the understanding how psychological problems interfere with students' speaking performance. Based on the aims of the study, a case study is appropriate to use in this study.
The case study chosen for this study was due to several reasons. The first reason for the chosen design is the research objectives in which we want to explore and describe the phenomenon in a reallife context. The objectives follow the case study that enables researchers to explore the situations in the classroom setting. In addition, by using case study, we can get details and accurate information about how oral corrective feedback influences students' performance in speaking class. Moreover, by conducting a case study, we can explore the situations in the classroom setting, especially for the psychological effects of the oral corrective feedback that have not been revealed yet.
In order to collect the data, an adapted questionnaire and interviews were run. The questionnaire was adapted from (Elsaghayer, 2014;Lyster & Ranta, 1997). The interview guideline was also used to conduct the interview with some students chosen randomly. Since the present research used two instruments, thus there were two types of data; the data from questionnaire and interview. All the data were gathered from the students registered in the intended class.
After collecting the data, the question was analyzed quantitatively to find the predominant psychological problems caused by oral corrective feedback, as stated in the first research question. Then interviews were used to answer the ideas of how the corrective feedback interferes students' performance in speaking class. All the result of the analyses were then reported qualitatively.

Participants
This research was conducted in Indonesia, specifically in the English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya. The participants in this research were 25 students registered in English Language Education Program in the fourth semester. They were involved in the public speaking class. The students were recruited based on some considerations. First, the students involved in a public speaking course are demanded to have the ability to speak in front of mass audiences, thus they should be able to speak accurately and fluently. Reflecting on this demand, the teacher should provide and assure that the students can speak with good preparation. Therefore, he provides more corrective feedback to students than when he teaches other courses. Second, the students are expected to have the ability to speak accurately, fluently, and appropriately since they are majoring in the English Department. The common expectation of English department students is that they can speak appropriately and achieve the teacher's corrective feedback. Due to those demands, the research was conducted in order to digest the assumption of corrective feedback uttered by the teacher toward affective factors faced by students.

Instruments
In this study, we used two kinds of instruments to collect the data: a questionnaire and interviews. The questionnaire and the interview were used to be answered by the students. The questionnaire was adapted from (Elsaghayer, 2014;Lyster & Ranta, 1997) consisting of thirty-three closed-ended questions, while the interviews were conducted using interview guidelines in which the questions are reflected in the questionnaire.
The questionnaire consisted 33 items covering some problems brought by oral corrective feedback. It included the aspect of reluctance to speak or fear of making a mistake, lowering self-efficacy or confidence, motivation/indifference, and feeling of being insulted/offended, embarrassed, angry, bothered, sorry, nervous, overwhelmed, and worried. The first 3 questions covered the effect of the oral corrective feedback on students' fear of making mistakes in speaking. Questions number 4-6 covered the psychological challenge, namely feeling insulted and offended after receiving corrective feedback. Questions number 7-9 covered the effect of corrective feedback on students' self-efficacy and confidence. Questions number 10-12 covered the psychological aspect, namely indifference. Questions number 13-15 embraced the psychological aspect, namely embarrassment. Questions number 16-18 covered the psychological aspect, namely anger. Questions number 19-21 covered the aspect of being bothered when students received corrective feedback. Questions number 22-24 covered the psychological aspect, namely sorry. Questions number 25-27 covered the psychological aspect, namely overwhelmed after receiving correction. Questions number 28-30 embraced the psychological aspect, namely nervousness. The last three questions covered the aspect of worry about making an oral mistake. The questionnaire was targeted to answer the first question of the present study which focuses on the psychological challenges after receiving oral corrective feedback (see Appendix 1).
To have complete data and answer the second question, we also interviewed the students. The interview was focused on how oral corrective feedback impacts students' speaking performance. There were eleven questions used as interview guideline in order to make the data gathered from the interview was in line with the intention with the research questions (see Appendix 2). In other words, the questions covered during the interview reflected on the questionnaire items and they became the interview guideline. The interviewees were chosen based on their enrollment in the public speaking class. The data was analyzed by observing the process in a qualitative method suggested by Creswell (2011) and Ary, Jacobs, Razavieh, and Sorensen (2010) that are organizing and familiarizing data, coding and reducing data, and interpreting and representing data.

Procedure
In order to answer the research questions, the data were collected through the adapted questionnaire and interviews with the students. After gathering the data, first, we analyzed the questionnaire to discover the highest percentage of responses. This step was intended to know the common psychological problems after receiving the corrective feedback.
The second data were collected using interview. After conducting the interview, we transcribed the interview and did coding. The process of the data analysis was in text-segments and interpreting the meaning of the phenomena. We started the process by dividing the data into a group of sentence-text segments. In this process, we determined the meaning of the group to picture central phenomena happening. The result of this process was the description of the effects of corrective feedback given in the class as perceived by the students.
Subsequently, we classified the results from the two instruments and interpreted the results. At last, we reported the existing phenomena covering the psychological problems and the effect of oral corrective feedback to the students' language learning.

Results
The data of the twenty-five filled-out questionnaires and twenty-four interviews due to the drop of one informant were used to answer two research questions. The informants consisted of 22 (88%) female students and 3 (12%) male students. The filled-out questionnaires were used to answer the first research question, while the interview results were used to answer the second research question.

Students' psychological problems after receiving feedback
Based on the results of the questionnaire, 10 (40%) students disagreed that they were afraid to get oral corrective feedback, 9 (36%) students strongly disagreed that they regret to speak and got a correction from their teacher, and 11 (44%) students strongly disagreed they would not speak after getting the correction. Regarding the results, it could be understood that the students did not perceive the feedback as a negative aspect, so the psychological problem like fear did not significantly interfere with their speaking performance.
Relating to the psychological challenge, namely feeling insulted and offended after receiving corrective feedback, 10 (40%) students strongly disagreed that they resent getting corrective feedback from their teacher, 14 (56%) students strongly disagreed that they felt insulted, 13 (52%) students strongly disagreed that they felt offended when their teacher interrupted them to give corrective feedback. It was clear that the students were not offended while getting the teacher's correction.
Concerning to the effect of corrective feedback on students' self-efficacy and confidence, 11 (44%) students were being neutral about doubting their speaking ability, 14 (56%) students were also neutral about making mistakes in speaking, and 13 (52%) students agreed that they thought of the reason of making mistakes. The results showed that corrective feedback did not lower students' self-efficacy and confidence. However, it made the students think about the reasons for making mistakes.
The result of the indifference item showed 11 (44%) students disagreed that they did not like to share their ideas due to teacher's correction. 12 (48%) students strongly disagreed that they would not repeat the correct form given by the teacher, 15 (60%) students strongly disagreed that they did not care on the teacher's correction. It means that the students took into account their teacher's correction. The result of the embarrassment challenge showed that 9 (36%) students disagreed that they felt embarrassed to their peers and teacher when committing a mistake, 13 (52%) students strongly disagreed that they were ashamed when the teacher gave correction, and 14 (56%) students strongly disagreed that they felt humiliated while getting the correction. The result depicted that the students did not feel embarrassed when they got oral corrective feedback.
The psychological aspect, namely anger, demonstrated 9 (36%) students agreed that they felt upset when they did not understand the teacher's correction, 13 (52%) strongly disagree that the teacher did not correct them all the time, and 16 (64%) students strongly disagreed while receiving correction. The result showed that the psychological aspect, especially anger, was addressed to the students themselves, not to the correction given because they strongly needed the teacher's correction. Twelve students (48%) strongly disagreed that the teacher was in a rush to correct their mistake, 16 (64%) students strongly disagreed that they felt uncomfortable when the teacher gave correction, and 15 (60%) students were neutral that they needed to correct their own mistakes over the teacher. The results portrayed that the teacher had already given correction at the correct time. Consequently, psychological problems did not occur.
The next psychological aspect, namely sorry, revealed that 9 (36%) students disagreed that they felt guilty to making mistakes, 10 (40%) students were neutral on feeling bad about their speaking ability when receiving correction, and 12 (48%) students disagreed that they felt pathetic while getting the correction. The results showed that the students did not feel sorry for their speaking ability although they got a correction from the teacher.
The psychological aspect, namely overwhelmed after receiving correction, showed 13 (52%) students disagreed that they felt overwhelmed by the teacher's speaking correction, 9 (36%) students strongly disagreed that the teacher gave more correction than they needed, and 9 (36%) students being strongly disagreed that not all errors should be corrected. The result showed that the students could receive any number of the teacher's corrections because they thought that every mistake should be corrected.
The aspect embracing nervousness illustrated that 11 (44%) students agreed that they thought many times before speaking and making mistakes on that, 9 (36%) students disagreed that they were anxious while committing a mistake and, 10 (40%) students agreed that they spoke correctly. From the response, it could be highlighted that the students realized the possibility of making mistakes while speaking. Therefore, they tend to be ready for the teacher's correction and not anxious to receive it.
The last aspect associated with worry to make an oral mistake showed 9 (36%) students strongly agreed that they were worried about making oral mistakes, 11 (44%) students agreed that they were uncertain about not making mistakes while speaking, and 10 (40%) students were neutral that they feared to get many corrections. The result showed that the students were worry that they would make an oral mistake, so they were ready to get the correction.
The following is the recap of students' psychological problems after receiving teacher's corrective feedback (Table 1).

Learning interference after receiving corrective feedback
The results of the interviews showed that the students were not afraid to get a correction from the teacher. They realized that they needed the correction because they were in the way of learning. Besides, due to the students' proficiency level, they opine that it was fine to get the feedback. These are two excerpts of the students' response " . . . I think it is okay if the teacher corrects me. No problem because I think I still have low ability to speak, so I am not afraid to get the correction when I am speaking" (Student 3). Another student also mentioned that they require teacher's correction. "I need the correction, so I know my mistakes . . . .and I think the correction is important to improve students' speaking ability" (Student 12). The findings also revealed that the students did not feel offended when they got the correction. The students stated that they were not offended because they needed the teacher to correct their speaking to be able to speak English correctly. This is the excerpt of the student's response "I am okay that my teacher corrects me. In my opinion it's good when we want to speak English correctly" (Student 5).
In the third question that focused on the students' belief in their speaking ability, the students mentioned that when they got the correction, they felt uncertain about their ability in speaking. They thought that when they got the correction, they have a low ability to speak. "I often questioned myself why I made the mistake . . . maybe because I have the low ability and many mistakes in my speaking" (Student 1). Another student also mentioned that she became more aware of her ability and learning. "After the correction, I often think about it over and over, so when I used the same words, I do not make the same mistakes" (Student 18). This statement also can be interpreted that the oral corrective feedback made the students notice what they were lack. Thus, it helps them to have intake on their learning.
The result of the interview of the students also illustrated that the students were motivated to practice their speaking. "I am happy to get the correction, but not much correction, because I get new ideas on the pronunciation. That is why I try to be active to speak although my pronunciation will be corrected" (Student 4). " . . . I am not embarrassed when the teacher corrects me. However, if it is much, I feel embarrassed . . . my teacher is also good to give the correction. He does not judge me. He often uses a joke; it is not embarrassing" (Student 6).
Reflecting upon the number of oral corrective feedbacks, the students mention that they need to be corrected due to their idea of their proficiency and the need to advance their speaking skills. The student asserted that "Maybe my teacher should correct me every time I make mistake. But I also do not want to make many mistakes. . . . well, my teacher gives enough correction" (Student 4). (1) I am afraid that my teacher is ready to correct every mistake that I make in speaking.

40%
(2) I believe that "I wish I had not spoken anything".

36%
(30) I doubt that I won't make a mistake while speaking.

40% (Continued)
The oral corrective feedback also made the students do a meta-analysis before they spoke. They need more time to construct their sentences, so they will not make a grammatical mistake. Sometimes they also need to think about the vocabulary and the coherence while they are speaking. "When I want to speak, I remember what my teacher has said to me before. I tried to remember some correct pronunciations that he gave" (Student 6).
Another student also stated that "My teacher often explains the different words that have the same meaning in Bahasa Indonesia. So, I can avoid mistake while speaking" (Student 8). Moreover, almost all the students mentioned that they are afraid to make an oral mistake since they have the low ability. "I worry to get the correction because I think I have low ability and get much correction" (Student 9).
All the findings from the interview can be concluded that oral corrective feedback lowers the students' self-efficacy and confidence. It makes the students start doubting their speaking ability, especially when they get many corrections.

Discussion and conclusion
Based on the findings, the psychological problems after receiving the oral corrective feedback were low self-efficacy and confidence and increase indifferent feeling when students did not understand the correction, and worry about making mistakes in a language class that was dimly presented in students who got oral corrective feedback. However, when it was correlated to how its interference with the students' learning, it did not significantly ruin the students' speaking performance. It was proven that the students got a positive effect rather than a negative effect from the oral corrective feedback. Thus, oral corrective feedback tends to facilitate than interfere with students' speaking performance.
In terms of lowering the ability, generally speaking, the students accepted that the oral corrective feedback in a particular way impacts their self-efficacy and confidence. When the teacher corrected their speaking, the students sometimes questioned their ability. This finding was supported by (Agudo, J. de, 2012;Asnawi., Zulfikar & Astila, 2017;Elsaghayer, 2014). The students also resent to themselves why they make the error. Besides, the students also have worried about making mistakes while speaking.
The students also resent themselves and started thinking about the reason they made the mistakes. The self-questioned could be a positive medium for students' self-reflection and enhancement; however, it was also unfavorable when the students started overthinking and lowered their confidence. Based on the interview, the students made use of the correction as a means to evaluate their ability. They also recognized that correction was needed for the development of their speaking performance. In other words, although the students agreed that oral corrective feedback influenced their self-efficacy and confidence, they took it as a way to enhance their speaking.

36%
(32) I am uncertain that I won't make mistakes while speaking.

44%
(33) I fear to get many corrections during my speaking.

40%
Generally saying, oral corrective feedback did not affect their psychological domain. Some psychological barriers were reluctance to speak or fear of making mistakes, being insulted, lowering self-efficacy and confidence, indifference, embarrassment, angry bother, sorry, overwhelmed, nervous, and worry do not come into sight in the respondents. There was a tendency that they gained the benefits of oral corrective feedback than the adverse consequences, as found by (Agudo, J. de, 2012) that asserted that the students might gain the effectiveness of oral corrective feedback over the negative outcome.
Oral corrective feedback did not make the students afraid to speak and got feedback from their teacher. They pursued to speak and tried again in the next opportunity to speak although it was possible to make a mistake and got get a correction from the teacher. They also did not regret their tries to speak and shared their ideas through speaking. This implies that in some extents, the oral corrective feedback boosts the students' motivation to practice speaking (Mufidah, 2018). These happened because of the students' perspective on their proficiency level. The interview revealed that the students were aware of their low proficiency level. Thus, oral corrective feedback became a method for their speaking improvement. The students also mentioned that oral corrective feedback was a need. They said that the teacher should correct the students' mistakes. These findings were supported by (Pawlak, 2014) that mentioned corrective feedback was desired in language classes because 70% of the class activities tend to be allocated to accuracy rather than in communicative language use. The students also opined that the correction was addressed for improvement as it was found by (Alsolami, 2021). In short, psychological problems, especially fear and reluctance to speak, were absent due to the students' positive perspective on the correction, students' self-reflection on their ability, and awareness of the benefits of the corrective feedback.
Oral corrective feedback failed to make students feel offended. The students did not feel offended to get the correction, although the correction was given at the time they were speaking. They also did not think that the correction caused them to feel embarrassed over their classmates. This happened because of the students' demand for the correction. They stated that being corrected it was necessary for students who were still learning English. Thus, they did not feel offended. Also, I believe that due to the agreement on the first meeting, I informed the students not to be ashamed of the correction; they get ready for the correction. As a result, the negative effect of oral corrective feedback can be reduced.
The students took oral corrective feedback as an important aspect of their learning (Alsolami, 2021). As they got oral corrective feedback, they managed their attention to the form of the correction. As a result, the students got intake on the correction. They repeated the correct form from the teachers' correction and attended to it for their future speaking performance. The correction boosted the students' motivation to learn more and improved their speaking skills. In this case, feeling indifference did not present to students when they were corrected. Alternatively, they gained more motivation in it.
Feeling bothered or uncomfortable when getting interrupted might happen to people. However, it did not happen to students who were interrupted by the teacher to give corrections. They felt happy to be corrected. They realized that they committed the mistake because they were on the way to constructing their speaking ability, so correction was necessarily needed. They also stated that their teacher appropriately corrected them. There was no judgment on their mistakes. Therefore, they were subtle about the correction. These issues portrayed that the benefits from the oral corrective feedback were constituted from students' awareness of the proficiency and necessity and teacher appropriate technique.
After the students noticed the advantages of oral corrective feedback, students pondered for more correction. They thought that they needed to be corrected, even in all their mistakes in speaking. It was necessary because they needed to make their speaking skill better. Again, their beliefs relied on the attitude toward their proficiency, positive view of oral corrective feedback, and motivation to upgrade their speaking performance.
As the students saw the positive impacts of oral corrective feedback on their learning, corrective feedback also brought light adverse impacts. For example, the students needed more time before they spoke and shared their ideas. They did this to avoid making mistakes like ungrammatical sentences or mispronunciation. They also needed more time to think about the vocabulary and the coherence aspect while they were speaking. Those issues slightly brought the students' to be more passive and reluctant to speak.
However, I still believed that this was part of learning in which the students build their awareness of what they do. Besides, I believed that an appropriate technique in giving suitable correction could expel the tendency to remain silent due to fear of mistakes.
The analysis found that the students worried about making an oral mistake in a language class. Similarly, (Agudo, J. de, 2012) discovered that the students felt worried about making mistakes in their classroom. The feeling was present due to their awareness of their proficiency level. They also worried that they would lose their face when they made many mistakes. However, there was no choice but to continue their attempts to speak. Seen from cause of worry, the students felt worried about making the mistake that was not influenced by the oral corrective feedback, but more on their self-doubt and awareness on their proficiency. Therefore, boosting motivation and appropriate techniques while giving corrections were substantial to avoid an abundance number of psychological problems.
In a nutshell, psychological challenges such as lowering self-efficacy and confidence, being angry with themselves when they did not understand the correction, and being worried about making mistakes in a language class were presented in students who got oral corrective feedback. However, the need for oral corrective feedback, the awareness of the language proficiency, positive perspective on oral corrective feedback, and appropriate techniques used make the students gained more advantages of teacher's oral corrective feedback rather than the disadvantages. In other words, the present study was in line with some previous studies that found the effectiveness of oral corrective feedback (Ayhan et al., 2011;Mufidah, 2018;Rassaei, 2019).

Implications and limitations of the study
The study examined the students' psychological difficulties after getting teacher's oral corrective feedback and psychological problems that inhibit with students' speaking performance in an EFL speaking classroom. Using case study design, the findings showed that the psychological problems found were low self-efficacy and confidence, being angry with themselves, and being worried about making mistakes in language class. However, the psychological problems have no significant effects on students' learning. It was proven that the students got a positive effect rather than negative effect. The students perceived the oral corrective feedback as positive input rather than the negative one. The results imply that oral corrective feedback facilitates students to learn speaking over the negative psychological effects. Based on the findings, teachers must give attention to the number of corrective feedbacks. Besides, they should know that the feeling of the need for oral corrective feedbacks, students' awareness of the language proficiency, positive perspective on oral corrective feedbacks, and appropriate techniques used by the teacher are the aspects that encourage the students to perceive teacher's oral corrective feedback better.
Based on the findings, teachers must give attention to the number of corrective feedbacks. Besides, they should know that the feeling of the need for oral corrective feedbacks, students' awareness of the language proficiency, positive perspective on oral corrective feedbacks, and appropriate techniques used by the teacher are the aspects that encourage the students to perceive teacher's oral corrective feedback better.
The present study did not involve larger participants, so it is suggested for the next researchers to invite larger participants by considering the balance number of males and females. Besides, it is suggested to validate the questionnaire and the interview guideline to achieve high validity data. Moreover, in-depth interviews and other aspects like culture or type of oral corrective feedback might be included for the next inquiries.
Adapted from (Elsaghayer, 2014) and Lyster and Ranta (1997)  10. nervous (28) I think many times before speaking and making mistakes on that. (29) I am anxious to get feedback when I make mistakes. (30) I doubt that I won't make a mistake while speaking.
11. worry (31) I worry about making oral mistakes in the language class. (32) I am uncertain that I won't make mistakes while speaking. (33) I fear to get many corrections during my speaking.