The Effect of Oral Corrective Feedback and Interaction on Iranian EFL Learners' Speaking Skill

This study investigates the effect of oral corrective feedback and interaction on Iranian EFL learners' speaking skill. To do this, ۶۰ students from the population of Iranian EFL learners studying English in Sadat Language Institute in Tehran, Iran were selected. This study was conducted with Iranian female. The researcher selected participants based on non-random convenience sampling. The sample population was divided into two groups; namely, experimental (N= ۳۰) and control (N= ۳۰). The experimental group received six modes of oral feedback whenever needed: recasts, clarification requests, metalinguistic, praising, elicitation, and repetition. The learners had a ۱۵ minute warm-up speaking time before the dialog was taught and a ۱۵ minute post speaking task after the dialog was taught. While the participants took part in the conversations the teacher would provide the oral feedbacks. Moreover, the control group would receive no oral feedback modes. A‘t-test’ on the mean scores of both groups indicated a significant difference between the scores of the post-tests, meaning that the oral corrective feedback and interaction were significantly effective on the learners’ speaking skill. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of oral corrective feedback and interaction.

کلیدواژه ها:

EFL learners” ، “interaction” ، “oral corrective feedback”.