The Impact of Instructional Purposes Feedback in Reducing Grammatical Errors in Speaking Performance

Ali Morshedi Tonekaboni¹

1) Young Researchers and Elites Club, Tonekabon Branch Islamic Azad University, Tonekabon, Iran

IOI Code : XYBD-ZKDHA
Publication : 4th International Conference On Research Science And Technology(4rstconf.com)
Abstract :
    Over the last few years, the role played by instructional purpose feedback in language acquisition has become a highly controversial issue. While instructional feedback clearly relates to both oral and written discourse, the focus of this discussion will center on speaking production, since the preponderance of research has largely focused on this aspect. The current study was conducted to examine the possible effect of instructional purpose feedback types on Iranian EFL learners speaking proficiency to perceive the teachers comments as grammatical errors. The results of ANOVA revealed that the directness type of instructional purpose feedback make no significant impact on Iranian EFL learners ability to perceive the positive and negative comments and they required correction accurately. We might speculate from the findings that speaking instructor should focus more on the quality of instructional purpose feedback rather than its directness type in Iranian context. The results of data analysis showed that the mean number of errors in treatment groups decreased in each speaking proficiency stage. The results of the study suggest that providing teacher instructional purpose feedback was effective in reducing students’ grammatical errors on their speaking.

Keywords : corrective feedback speaking production grammatical errors direct speech act directness types