The impact of dynamic corrective feedback in developing speaking ability of iranian intermediate efl learners

Abstract

Speaking ability is one of the major skills of learning English, and during the process of learning and speaking committing errors is inevitable, but it should be treated properly and in a systematic way. The purpose of the present study was to see to what extent does the implication of the principles of a newly developed strategy of error correction_ dynamic corrective feedback (DCF) affect the overall oral development of Iranian intermediate EFL learners, and to what extent does it affect its major components, specifically accuracy, fluency, and complexity. Therefore in study quasi-experimental study that used a pretest, treatment, post-test, there was one control group (N= 26), and one experimental group (N=28) with both male and female young adult learners. The SPSS software was used to compute and analyze the amount of the treatments impact, and the independent t-test and multivariate ANOVA (MANOVA) built up the core statistical analyses of the study. The findings of this study indicated that DCF has been mostly successful, since it benefits from strong theoretical principles derived from DWCF in the area of writing error correction. The retrieved principles imply that provided corrective feedback should be meaningful, timely, constant, and manageable and it must reflect the individual learners most immediate needs based on what they produce (Evans et al., 2010).