the influence of teachers’ corrective feedback strategies on efl learners’ oral accuracy

One of the major issues students encounter every time they are involved in speaking during language classes is corrective feedback (cf). although speaking ability is an important skill in language learning, many learners of english, especially in efl contexts, continue to make linguistic errors in their oral production. this may be attributed to the ineffectiveness of the type of correction used by teachers regarding the learners' oral production. hence, the aim of this study was to investigate whether various cf strategies, including implicit, explicit and emergent cf, can affect oral accuracy of iranian efl learners differently. the participants of the study were 54 per-intermediate efl learners who were selected based on the pet results and randomly assigned into three groups: the implicit, explicit and emergent group. the implicit and explicit groups took just recast and explicit correction for their erroneous oral production, respectively; however, the emergent group received cf from implicit to explicit. oral narrative and picture description tasks were used to collect data for the study. the results of inferential statistics indicated meaningful differences among the feedback types in both past tense and future tense accuracy. furthermore, the emergent group's performance was better than the other groups with respect to accuracy. these results might have pedagogical implications especially for teachers and teacher trainers by providing empirical evidence about how effectively embed cf in their teaching curriculum and learning activities in order to improve the learners' accuracy in spoken english.