The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners' willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers' employment of explicit correction, recasts, and prompts, the learners' willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners' high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

Automated summary

This study aims to explore the impact of oral corrective feedback types on EFL learners' willingness to communicate, and investigates how learners view different types of feedback in relation to their willingness to communicate. The results revealed learners' high preference for prompts, and elicitive types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.