Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability

Abstract

Over the past few decades, error feedback has received substantial attention in language pedagogy. Despite this, few studies have been carried out on the effect and benefits of various modalities of error feedback on the oral proficiency of the intermediate EFL learners. To this end, an experimental design was adopted and implemented with 80 female high school students who were divided into four groups, namely, the intra-error feedback group (Intra-EF group), the inter-error feedback group (Inter-EF group), the teacher error feedback group (TEF group), and the control group. Treatment sessions for the experimental groups included three sessions for completing the speaking tasks and three sessions for feedback conferences. The participants in all groups completed the same speaking activities under the same process of discussion, but received different modalities of error feedback in feedback sessions. Results of T-test, one-way ANOVA and Scheffe Post Hoc test revealed that different stages of peer error feedback (i.e., intra-and inter-error feedback), as well as teacher error feedback influenced the learners' speaking ability. Additionally, peer error feedback and teacher error feedback exerted different effects on their speaking ability.

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

“…Peer feedback is another influential element in enhancing oral production and promoting accurate and contextually appropriate speech [ 45 , 46 ]. For instance, in Japan, Sato and Ballinger's investigation [ 47 ] encompassed high school classes stratified by proficiency levels.…”

“…In Iraq, Khoram et al [ 45 ] conducted an experimental study involving high school students with intermediate-level proficiency in English as a foreign language. In this context, peers provided feedback on their classmates' errors, resulting in noticeable improvements in speech accuracy across various linguistic structures, including past tense, subject-verb agreement, articles, and prepositions.…”

Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development

“…While the need for learning English among English as a Foreign Language (EFL) learners increases globally, "there is a growing demand for standardized English language proficiency assessments as an objective measure to gauge each student's level of English language development" (Wolf and Butler, 2017, p. 3). Direct or indirect assessment is a topic of research in different studies as it can facilitate teaching and learning (Khoram et al, 2020;Saritas Akyol and Karakaya, 2021;Susilawati et al, 2022;Yusuf and Fajari, 2022). To address the increased need for appropriate measurement, assessment professionals and educators proposed dynamic assessment (DA) as a supplement for standardized testing, not a replacement for it (Lidz and Gindis, 2003).…”

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

“…Some studies aimed to investigate which feedback outperformed others by comparing two or more feedback modes to find out which mode was more powerful in increasing students' writing competences. Other studies examined the power of feedback in increasing students' speaking skills as well as the benefits of feedback to help students understand their weaknesses and strengths (Au & Bardakçi, 2020;Khoram et al, 2020;Sakale, 2019).…”