Perceptions of Generation Z students on error correction and feedback in foreign language speaking instruction at non‑linguistic universities

Background. Oral correction of speech errors is a significant element of the foreign language education system, fulfilling functions such as stimulating linguistic thinking, developing real-life interaction skills, and creating a supportive learning environment. When organically integrated into communicative activities, it serves as a catalyst for the development of foreign language competence, necessitating its methodologically sound design with consideration for cognitive and affective aspects of language acquisition. Despite extensive research on correction techniques in language pedagogy, learners' perceptions of teacher feedback remain an understudied area, particularly in the context of generational specifics. This study focuses on analyzing the preferences of non-linguistic university students representing Generation Z regarding oral correction in foreign language speaking instruction.  

Purpose to examine and analyze the perceptions of Generation Z students regarding oral error correction and feedback in university foreign language classes, as well as to identify their preferences and effective strategies for correcting speech errors.  

Materials and methods. The authors analyzed practical and theoretical scientific-methodological research on approaches to providing correction in foreign language speaking instruction, as well as a study of non-linguistic university students' perceptions of these approaches.  

Results showed that Generation Z students prefer immediate yet tactful error correction and value personalized feedback incorporating elements of digital technology. The most effective forms of addressing speech inaccuracies were identified, contributing to motivation and reducing the language barrier. The findings can be used to optimize foreign language teaching methodologies in universities, taking into account the characteristics of today's learners.