Interactional Feedback and Interlanguage Variation in One-way vs. Two-way Tasks

The main purpose of this paper is to investigate the impact of interactional feedback on interlanguage variation in terms of accuracy, complexity, and fluency of ieamcrs discourse in performing one-way vs. two-way tasks. the 40 participants of the study who were both male and female upper-intermediate level young adult efl learners were randomly assigned into an experimental and a control group. every individual of both groups was required to perform both a one-way and a two-waytask. the experimental group received interactional feedback while performing both tasks, but the control group was not provided with any feedback. the results of statistical analysis revealed that the participants exposed to interactional feedback while performing both the one-way and the two-way tasks achieved greater accuracy and complexity, but lower fluency.greatest accuracy was observed in the performance of the participants in performing the one-way task when they benefited from feedback. greatest complexity was related to the two-way task performance which was accompanied by feedback moves.greatest fluency was achieved by the participants who performed the one-way task and were not interrupted by feedback moves. the findings highlight the need to consider interactional feedback as a task implementation condition in task grading and sequencing in syllabus design and materials development.