THE EFFECTIVENESS OF TEACHERS’ CORRECTIVE FEEDBACK (CF) AND SPEAKING PRACTICE ON UNDERGRADUATE LANGUAGE LEARNERS’ SPEAKING ANXIETY (SA)

The number of the English Language users is expanding quickly around globe due to irrefutable importance language. This because a educational and economic benefits associated with it contributing great deal World Englishes. Despite has been taught, till degree level, as compulsory subject, learners face difficulties in basic four-fold language skills such listening, reading, writing speaking. present study focuses speaking anxiety learners. Investigating impact practice corrective feedback on listening anxiety, measures levels Pakistani undergraduate students before after feedback. One hundred fifty public college participated this study. Foreign Speaking Anxiety Scale (FLSAS)) developed from (Horwitz et al., 1986) by Zulfiqar (2022) was adopted answer research questions. Mean scores effect size were also calculated. Pearson correlation run check pre post-speaking data. There statistically significant decrease (before (M= 3.0762, SD=0.45947) 2.1885, SD=.41059; t (149) = 19.276. p=.000 (two-tailed). mean score 0.88.77% 90% confidence interval ranging 0.78 0.95. eta squared statistic 0.69 indicated large