the roles of self-regulation and feedback types in l2 learning

Speaking is frequently affected by various forms of oral corrective feedback (cf), which is a common condition. uncertainty persists regarding the impact of oral corrective feedback on the speaking skills of iranian efl students. through two different types of explicit and implicit oral corrective feedback, this study will look at the emerging role of self-regulation strategies. the study was conducted with data being gathered from 60 female pre-intermediate students (aged 16-18) in a secondary high school in golestan province, gonbad-e- qabus. with twenty students in each class, the cohort was split into three groups. twenty of the students were in experimental group 1, twenty were in experimental group 2, and twenty were in the control group. in this research, the participants were selected consciously via quasi-experimental design to teach 3 classes that were homogeneous in terms of language ability in order to suggest the teacher adequate feedback to them. results showed that the learners generally held positive attitudes toward cf. furthermore, learners in the same language proficiency levels, with different degrees of self-regulation towards the three types of cf probed in this study: explicit correction, recasts, and prompts. pedagogical implications were outlined to help language teachers understand the effectiveness of cf, successfully organize classroom activities, and effectively scaffold learners with appropriate cf during the learning process.