The direct and indirect effect of corrective feedback in speaking accuracy on L2 learners in Iranian EFL context

The purpose of the current study was to investigate the effects of direct and indirect correctivefeedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimedto investigate the differential impact of recast and metalinguistic feedback on speakingperformance of EFL learners. To do so, After administering a Nelson test to have ahomogeneous sample a total number of 61 EFL learners ranging from 15 to 40 years old wereselected. They were randomly divided into three groups. Two classes were assigned to serve asan experimental groups which received direct and indirect corrective feedback, and the otherclass as control group. For pre and post-tests all groups were given different pictures to measurethe learners speaking accuracy. In order to treatment, The classes last for 8 sessions in 4 weeks.The results of the One-Way Anova and Post Hoc Tukey Hsd Test showed that, there exists asignificant difference among the speaking accuracy measures in the three groups and theexperimental groups who received corrective feedback outperformed the control group who didnot receive any feedback. In other words, first of all both CF types were effective in post test andsecondly between the two CF types metalinguistic feedback was more effective than recast.