Impact of Elicitation and Clarification Request Corrective Feedback on Intermediate Introvert/Extrovert EFL Learners’ Speaking Ability

الموضوعات :

Atousa Ebrahimi ¹ (Department of English Language and Literature, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
Davood Mashhadi Heidar ² (Department of English Language and Literature, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
Mohammad Reza khodareza ³ (Department of English Language and Literature, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)

تاريخ الإرسال : 17 السبت , ذو القعدة, 1445 تاريخ التأكيد : 27 الأربعاء , ذو الحجة, 1445 تاريخ الإصدار : 27 الأربعاء , ذو الحجة, 1445

الکلمات المفتاحية: corrective feedback, elicitation, clarification, learning styles, introvert/extrovert, speaking ,

ملخص المقالة :

The current research investigates the impact of two types of corrective feedback such as elicitation, and clarification requests - out of five types of corrective feedback - on the speaking abilities of Iranian intermediate EFL learners who are either introverts or extroverts. Participants in the study included 172 intermediate level students in 11 groups: 10 experimental and 1 control groups. They were language learners studying English in The Iran Language Institute in three branches: two branches in Babol, and one in Sari. The tools applied in this quasi-experimental research were: Oxford Placement Test (OPT) to achieve the homogeneity of the groups, speaking section of IELTS as pre-test and post-test and a Learning Style Survey to examine extraversion and introversion. ANCOVA and two-way ANOVA statistics were employed to analyze the data. The findings revealed that the extroverts had better performance in elicitation while the introverts had better performance in clarification corrective feedback. Employing the findings of the study, teachers can create a supportive and inclusive atmosphere that encourages both introverted and extroverted learners to participate and engage in speaking activities.

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