Corrective feedback is crucial for students to improve their speaking skill. The as important the way of delivering it students. Lecturers need acknowledge students’ preferences on corrective feedback, so will be useful improvement. This study aims at investigating (1) amount that think most and its reason, (2) types reason. utilizes mixed method. Both close-ended open-ended questionnaire are u...

Among the major issues raised by classroom SLA researchers is the debate on the degree to which teacher’s or learner’s attention should be directed to linguistic features. However, one of the relevant variables in corrective feedback studies which seem to be less operationalized is the differential impact of different types of feedback on the accuracy of the oral performance of the participants...

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

this study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among iranian efl learners through immediate uptake and retention. five classes were randomly categorized into four experimental groups and one control group, each with 18 in...

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 ...

The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic explanation). With this aim, a sample of sixty-nine high-intermediate Iranian EFL learners was assigned into different feedback groups. While the first and second groups received direct and metalinguistic e...