Improving Second Language Speaking Proficiency via Interactional Feedback

Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky’s zone of proximal development and Long’s interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates (N = 1180) at three assessment points throughout one semester using digital voice recording technology for oral assessments. Results indicate that statistically significant differences were found in pronunciation, linguistic structure, and content from the first to last observation. Findings suggest serious implications for improving speaking proficiency, which promote the use of combining digital technology for oral language formative and summative assessment with quality, systematic, and in-depth feedback to students. guages. While 98% of Canadian residents speak at least one of the country’s official languages, bilingualism in the two official languages is much less pervasive (Multiculturalism and Citizenship Canada, 2006). Unfortunately, the same is true in the United States and research indicates that the status of S/FL study as a school subject in many other English-speaking countries such as New Zealand is very low (Sun Hoe & Elder, 2008).