The Impact of Oral Corrective Feedback and Interaction on Learners'Speaking Ability

This study investigates the effect of oral corrective feedback and interaction on Iranian EFL learners' speakingskill. To do this, 60 students from the population of Iranian EFL learners studying English in a LanguageInstitute in Tehran, Iran were selected. This study was conducted with Iranian female. The researcher selectedparticipants based on non-random convenience sampling. The sample population was divided into two groups;namely, experimental (N= 30) and control (N= 30). The experimental group received six modes of oral feedbackwhenever needed: recasts, clarification requests, metalinguistic, praising, elicitation, and repetition. The learnershad a 15 minute warm-up speaking time before the dialog was taught and a 15 minute post speaking task afterthe dialog was taught. While the participants took part in the conversations the teacher would provide the oralfeedbacks. Moreover, the control group would receive no oral feedback modes. A‘t-test’ on the mean scores ofboth groups indicated a significant difference between the scores of the post-tests, meaning that the oralcorrective feedback and interaction were significantly effective on the learners’ speaking skill. The product ofthis study can help curriculum designers; language instructors and practitioners appreciate the importance of oralcorrective feedback and interaction.

The Impact of Oral Corrective Feedback and Interaction on Learners'Speaking Ability Keywords:

EFL learners” , “interaction” , “oral corrective feedback