The Effect of Corrective Feedback Provision by Peer and Teachers through Storytelling Game on EFL Learners Speaking Attitudes

The current discovery study was conducted in quantitative design to find the effect of corrective feedback provision by peers and teachers through storytelling games on EFL learners' speaking attitudes. After administering the KET test as a homogeneity test, ۵۰ pre-intermediate Iranian junior high school EFL students from Kermanshah province, Iran, were selected as the final participants. They were assigned into two equal classes (E۱ & E۲, N=۲۵). To measure their speaking attitudes before the treatment, they completed a highly reliable speaking attitudes questionnaire initially developed by İsmail Yaman (۲۰۱۴). It included ۴۸ items ranging from "Strongly disagree" to "Strongly agree." Both classes worked on a storytelling game, and the difference lay in the source of feedback, either teacher or peers. Most of the feedback was offered in the post-story phase, which includes follow-up activities. In the end, the same questionnaire was administered again. The results of data analysis indicated that both kinds of feedback significantly affected students' speaking attitudes. Moreover, the T-test results revealed no significant difference in students' performance between the two groups. Lastly, the implications are discussed, and some suggestions guide further research.

کلیدواژه ها:

Speaking attitudes ، Corrective feedback ، Peers' feedback ، Teacher' feedback