The Role of Teachers' Oral Corrective Feedback in Enhancing EFL Learners' Speaking Skill

Abstract

English language proficiency holds significant value in today's globalized world. However, developing effective speaking skills poses challenges for English as a Foreign Language (EFL) learners, requiring teacher interventions. This study investigates the impact of teachers' oral corrective feedback on students' speaking abilities and identifies the most effective feedback types. It also provides guidelines for delivering feedback. Through mixed-method research involving questionnaires and classroom observations, the study examines students' perspectives on the importance of oral corrective feedback and its positive effects on their speaking skills. The sample population consists of first-year English students at Mohamed Khider University of Biskra. The research questions explore students' views on feedback importance and its effects on speaking abilities. The hypotheses propose that students have positive attitudes toward teachers' oral corrective feedback, motivating them to improve their speaking performance. Additionally, implementing appropriate corrective feedback significantly enhances students' speaking proficiency and academic achievements. This research aims to enhance EFL learners' oral performance, promote positive feedback attitudes, emphasize motivation and classroom interaction, and provide insights for EFL teachers to improve speaking abilities among learners.