Iranian EFL learners’ preferred oral corrective feedback: High anxious learners vs. low anxious learners

Abstract

The purpose of this study was to investigate Iranian EFL learners' opinions about effective oral corrective feedback practices with regard to their level of anxiety. To this end, two self-reporting questionnaires were used to collect the required data. The rating scale was a five point Likert scale. The results of chi-square test indicated that there were significant differences between the two groups regarding their opinions' about effective error treatment practices. The implications of this study can be that teachers should take into account EFL learners' perceptions along with their anxiety levels when they embark on correcting their oral errors.