Examining the Role of Teacher’s Oral Corrective Feedback in Enhancing EFL Students’ Writing Performance

Abstract

The current study has examined the impact of oral corrective feedback on enhancing students' writing. Theoretically, it is mainly focused on the relationship between teachers’ oral corrective feedback and students' writing. It aims at investigating the teachers' perceptions of oral corrective feedback as a relevant tool for enhancing students' writing. In addition, it seeks to explore the effects of oral corrective feedback on students' paragraph writing. In order to accomplish these aims, a teachers' questionnaire and a pre-experiment were implemented with a sample of 7 written expression teachers at the department of English at Mohamed Sedik ben Yahia university-Jijel, and second year students of English from the same university. The findings showed that teachers consider oral corrective feedback as a powerful tool for improving students' writing and its absence would effect negatively on students' level in writing. Furthermore, there a strong positive correlation between teachers oral corrective feedback and students' writing errors especially those errors related to the form of the language. However, writing's errors related to the content were not highly improved.