Learning Through Correction: Oral Corrective Feedback in Online EFL Interactions

Feedback has been vital and essential in all educational settings English as a Foreign Language (EFL) classroom interaction draws no distinction. It contributes to students' language learning achievement. It, when involves learners during interactions, becomes oral corrective feedback viewed dynamic practice for EFL teachers correct their learners’ mistakes on the spot. This study investigated teachers' practices an online interactions context. Furthermore, it correlated responses with type of feedback, gender, years experience. To achieve objectives, descriptive-correlational method was used. A questionnaire semi-structured interview were applied sample 61 teachers. The results revealed that consistently practiced interactions. Also, significant differences shown sample's based implicit or explicit, teaching Considering findings, some implications recommendations are suggested.