On the Effect of Intermediate EFL Learners’ Corrective Feedback Types On the Grammatical Accuracy of Speaking

Considering humanistic in second language classroom plays significant role and it determines what learning opportunities the learners get. To this end, the researcher investigated the effect of learners corrective feedback in the grammatical accuracy in their speaking skill at the intermediate level in both control and experimental groups who consisted of 40 female language learners with the age range of 15 to 23. Although they were interviewed as the pretest in both groups but types of corrective feedback was taught simultaneously on experimental group, and learners preferred CF that they like when the teacher corrected them during their speaking. Meantime the interview was organized as structured and unstructured questions. Learners in control group received CF as the teacher recognized. At the end a posttest was run on both control and experimental groups in order to evaluate the participants progress. Independent Sample t-test was used to examine the data. The design of the current research was mix-method. Furthermore, to answer the second research question, the researcher follows a quasi-experimental research design. From the research findings, it is evident that making learners actively participate in their learning as much as possible in which they can settle down to product with no inhibition as the results of this study proved.

On the Effect of Intermediate EFL Learners’ Corrective Feedback Types On the Grammatical Accuracy of Speaking Keywords:

Feedback , Preferred Feedback , corrective feedback , grammatical accuracy.