Impact of Metalinguistic vs. Clarification Request Feedback on the Speaking Anxiety of Iranian Students in IELTS Preparatory Classes

محورهای موضوعی : نشریه زبان و ترجمه

Samin Seyed Ebrahimi ¹ , Fariba Rahimi ² , Mehrdad Sepehri ³

1 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord Iran
2 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

تاریخ دریافت : 1400/08/29 تاریخ پذیرش : 1400/10/11 تاریخ انتشار : 1401/01/12

کلید واژه: Feedback, speaking anxiety, Clarification request,

چکیده مقاله :

One of the biggest challenges IELTS candidates face in the speaking test session is speaking anxiety. To explore techniques to reduce this anxiety among those learners preparing to sit for the above test, the present study was carried out to compare the effect of metalinguistic and clarification request feedback on the aforesaid anxiety. To this end, 58 male and female learners who had been selected through their performance on a sample language proficiency test, were assigned to one control (N = 18) and two experimental groups (N = 20, each). The control group received different types of corrective feedback, the metalinguistic group received metalinguistic clues on the errors they made, and the clarification request group was asked to clarify their intended meaning whenever they made a mistake. Both types of corrective feedback showed a significant decrease in the speaking anxiety level of the participants in comparison to the control group. However, the metalinguistic group was found to have less anxiety after the treatment. This proves that in IELTS preparatory classes where mistakes on the part of the learners could be corrected as far as their accuracy is concerned, providing learners with metalinguistic clues seems to be more beneficial compared to the clarification request corrective feedback.

چکیده انگلیسی:

vشکی نیست که یکی از بزرگترین چالشهای فراگیران در جلسه آزمون، اضطراب گفتاری است. بنابراین، آزمایشاتی باید انجام شود تا مشخص شود آیا انواع بازخورد اصلاحی مناسب توسط معلمان می تواند تأثیری برکاهش اضطراب دانش آموزان در صحبت کردن داشته باشد. تحقیق حاضر، برای یافتن تأثیر بازخورد درخواست زبانی در برابر درخواست روشن سازی بر میزان اضطراب در عملکرد گفتاری دانشجویان ایرانی که در کلاسهای آمادگی آیلتس شرکت می کنند، انجام شده است. برای این منظور، پنجاه و هشت زبان آموز همگن زن و چه مرد، بر اساس نمونه گیری تصادفی ساده به یک گروه کنترل (18 نفر) و دو گروه آزمایش (هر کدام 20 نفر) تقسیم شدند. گروه کنترل نوع خاصی از بازخورد اصلاحی دریافت نکردند، گروه  بازخورد درخواست زبانی سرنخ های فرا زبانی در رابطه با خطاهایی که مرتکب شده بودند دریافت کردند و از گروه درخواست روشن سازی خواسته شد هر زمان که اشتباه کردند معنای مورد نظر خود را روشن کنند. هر دو نوع بازخورد اصلاحی کاهش قابل توجهی در میزان اضطراب گفتاری شرکت کنندگان در مقایسه با گروه کنترل نشان داد. با این حال ، مشخص شد که گروه فرا زبانی بعد از انجام آزمایش، اضطراب کمتری دارند. این ثابت می کند که در کلاسهای مقدماتی آیلتس، جایی که اشتباهات فراگیران از نظردقت باید اصلاح شود، به نظر می رسد ارائه سرنخ های فرا زبانی به زبان آموزان مفید تراست.

منابع و مأخذ:

Abdullah, K. I., & Abdul Rahman, N. L. (2010). A study on second language speaking anxiety among UTM students. A Study on Second Language Speaking Anxiety among UTM Students, 1-6. Retrieved from http:// eprints. utm. my/ id/ eprint/ 10275/2/Nurul_Lina_Bt_Abdul_Rahman.pdf.

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The modern language journal, 78(2), 155-168. doi:https://doi.org/10.2307/329005

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12(2), 183-210. doi: https:// doi.org/10.1177/1362168807086287

Ay, S. (2010). Young Adolescent Students' Foreign Language Anxiety in Relation to Language Skills at Different Levels. Journal of International Social Research, 3(11). Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjGhaTE06rvAhWitXEKHVwUAHgQFjABegQIAhAD&url=http%3A%2F%2Fwww.sosyalarastirmalar.com%2Fcilt3%2Fsayi11pdf%2Fay_sila.pdf&usg=AOvVaw3QOXcAv7795gPksVqbtnqP.

Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754. Retrieved from www. Eajournals.org/wp-content/ uploads/ The-Effect-of-Anxiety-on-Iranian-EFL-Learners-Speaking-Skill.pdf.

Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety. Bilkent University, Retrieved from. http:// repository. bilkent.edu.tr/bitstream/handle/11693/14917/0003883.pdf?sequence=1&isAllowed=y.

Basic, L. (2011). Speaking anxiety: an obstacle to second language learning? Foreign Language Learning, 2(3), 1-27.

Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT journal, 62(1), 37-46. doi: https:/ /doi. org/10.1093/elt/ccm076

Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (Vol. 2): Peter Lang.

Chang, G. B. (1996). A study of anxiety in Chinese EFL learners. Teaching and Research, 18, 68-90.

Chen, Y. (2015). ESL students' language anxiety in in-class oral presentations. Retrieved from  https:// mds. marshall. edu/ cgi/ view content. cgi? article = 1967&context=etd.

Cheng, J.-C. (2005). The relationship to foreign language anxiety of oral performance achievement, teacher characteristics and in-class activities. Unpublished master’s thesis, Ming Chuan University, Taiwan.

Cheng, Y. s. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656. doi: https:// doi. org/ 10. 1111/ j.1944-9720.2002.tb01903.x.

Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. doi:  https:// doi. org/ 10.1111/0023-8333.00095.

Chowdhury, S. (2014). Learners’ foreign language speaking anxiety: a tertiary level scenario in EFL class (Doctorial dissertation, BRAC University).

Corbalan, G., Kester, L., & van Merriënboer, J. J. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455-465. doi:https://doi.org/10.1016/j.learninstruc.2008.07.002

Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning. Unpublished doctoral dissertation). Çukurova University, Turkey.

Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 327-341. Retrieved from https://www.jstor.org/stable/40170968

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Mahwah. doi: https://doi.org/10.4324/9781410613349

El Tatawy, M. (2002). Corrective feedback in second language acquisition. doi: https: //doi.org/10.7916/D8M90858

Ellis, R. (2005a). 1. Planning and task-based performance: Theory and research. In Planning and task performance in a second language (pp. 3-34): John Benjamins.

Ellis, R. (2005). Instructed second language acquisition: A literature review: Research Division, Ministry of Education Wellington, Australia.

Ellis, R. (2008). The study of second language acquisition. Oxford; New York: Oxford University Press.

Fahim, M., & Montazeri, M. (2013). The impact of metalinguistic corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782. Retrieved from https:// irjabs.com/files_site/paperlist/r_907_130610220058.pdf

Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The modern language journal, 78(1), 41-55. doi: https://doi.org/10.2307/329251

Hamidi, H. (2015). Research in applied linguistics. The First Technical ELT Website. Available at: URL: http://iranelt. com/index. php / intro duction-to-research-methods. Retrieve from http:// www. iranelt. com/ index. php/introduction-to-resea rch-methods

Harlen, W., & Winter, J. (2004). The development of assessment for learning: Learning from the case of science and mathematics. Language testing, 21(3), 390-408. doi: https:// doi.org/10.1191/0265532204lt289oa

Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. Unpublished master's thesis, Chaoyang University of Technology.

Jang, S.-S. (2011). Corrective Feedback and Language Anxiety in L2 Processing and Achievement. English Teaching, 66(2).

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The modern language journal, 92(1), 71-86.

London, M., & Sessa, V. I. (2006). Group feedback for continuous learning. Human Resource Development Review, 5(3), 303-329. doi: https:// doi. org/10.1177/1534484306290226

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1. doi: https:// doi. org/ 10. 1017/ S0261 444812000365

MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of language and social psychology, 15(1), 3-26. doi:https://doi.org/10.1177/0261927X960151001

maujudatul Mufidah, Z. (2017). The Impact of Oral Corrective Feedback On the Level of Language Anxiety. Paper presented at the International Conference on English Language Teaching (ICONE LT 2017).

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1-17. Retrieved from www. jlls. org/ index.php/jlls/article/download/178/165

Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese. Foreign language annals, 29(2), 239-249.

Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it. Unpublished master’s thesis). Middle East Technical University, Turkey.

Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language learning & technology, 13(1), 96-120. Retrieved from llt.msu. edu/vol13num1/sauro.pdf

Selinker, L., & Gass, S. M. (2008). Second language acquisition. Lawrence Erlhaum Ass. doi:  https:// doi. org/ 10. 4324/9780203932841

Shin, T. S., & Dickson, W. P. (2010). The effects of peer-and self-referenced feedback on students’ motivation and academic performance in online learning environments. Journal of Online Learning and Teaching, 6(1), 187-197. Retrieved from  https:// jolt. merlot.org/vol6no1/shin_0310.pdf

Tsang, W. K. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. RELC journal, 35(2), 187-209. doi:https:/ /doi.org/10.1177/003368820403500207

Tsiplakides, I., & Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. Intern ational Education Studies, 2(4), 39-44.  doi:10.5539/IES.V2N4P39

Ur, P. (2012). A course in English language teaching. Cambridge University Press.

Yilmaz, Y. (2016). The role of exposure condition in the effectiveness of explicit correction. Studies in Second Language Acquisition, 38(1), 65. doi:https://doi.org/10.1017/S0272263115000212

Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign language annals, 23(6), 539-553. doi:  https:// doi. org/ 10.1111/j.1944-9720.1990.tb00424.x

Zhai, K., & Gao, X. (2018). Effects of corrective feedback on EFL speaking task complexity in China’s university classroom. Cogent Education, 5(1), 1485472. doi: https:// doi. org/ 10. 1080/2331186X.2018.1485472

Abdullah, K. I., & Abdul Rahman, N. L. (2010). A study on second language speaking anxiety among UTM students. A Study on Second Language Speaking Anxiety among UTM Students, 1-6. Retrieved from http:// eprints. utm. my/ id/ eprint/ 10275/2/Nurul_Lina_Bt_Abdul_Rahman.pdf.

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The modern language journal, 78(2), 155-168. doi:https://doi.org/10.2307/329005

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12(2), 183-210. doi: https:// doi.org/10.1177/1362168807086287

Ay, S. (2010). Young Adolescent Students' Foreign Language Anxiety in Relation to Language Skills at Different Levels. Journal of International Social Research, 3(11). Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjGhaTE06rvAhWitXEKHVwUAHgQFjABegQIAhAD&url=http%3A%2F%2Fwww.sosyalarastirmalar.com%2Fcilt3%2Fsayi11pdf%2Fay_sila.pdf&usg=AOvVaw3QOXcAv7795gPksVqbtnqP.

Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754. Retrieved from www. Eajournals.org/wp-content/ uploads/ The-Effect-of-Anxiety-on-Iranian-EFL-Learners-Speaking-Skill.pdf.

Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety. Bilkent University, Retrieved from. http:// repository. bilkent.edu.tr/bitstream/handle/11693/14917/0003883.pdf?sequence=1&isAllowed=y.

Basic, L. (2011). Speaking anxiety: an obstacle to second language learning? Foreign Language Learning, 2(3), 1-27.

Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT journal, 62(1), 37-46. doi: https:/ /doi. org/10.1093/elt/ccm076

Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (Vol. 2): Peter Lang.

Chang, G. B. (1996). A study of anxiety in Chinese EFL learners. Teaching and Research, 18, 68-90.

Chen, Y. (2015). ESL students' language anxiety in in-class oral presentations. Retrieved from  https:// mds. marshall. edu/ cgi/ view content. cgi? article = 1967&context=etd.

Cheng, J.-C. (2005). The relationship to foreign language anxiety of oral performance achievement, teacher characteristics and in-class activities. Unpublished master’s thesis, Ming Chuan University, Taiwan.

Cheng, Y. s. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656. doi: https:// doi. org/ 10. 1111/ j.1944-9720.2002.tb01903.x.

Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. doi:  https:// doi. org/ 10.1111/0023-8333.00095.

Chowdhury, S. (2014). Learners’ foreign language speaking anxiety: a tertiary level scenario in EFL class (Doctorial dissertation, BRAC University).

Corbalan, G., Kester, L., & van Merriënboer, J. J. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455-465. doi:https://doi.org/10.1016/j.learninstruc.2008.07.002

Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning. Unpublished doctoral dissertation). Çukurova University, Turkey.

Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 327-341. Retrieved from https://www.jstor.org/stable/40170968

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Mahwah. doi: https://doi.org/10.4324/9781410613349

El Tatawy, M. (2002). Corrective feedback in second language acquisition. doi: https: //doi.org/10.7916/D8M90858

Ellis, R. (2005a). 1. Planning and task-based performance: Theory and research. In Planning and task performance in a second language (pp. 3-34): John Benjamins.

Ellis, R. (2005). Instructed second language acquisition: A literature review: Research Division, Ministry of Education Wellington, Australia.

Ellis, R. (2008). The study of second language acquisition. Oxford; New York: Oxford University Press.

Fahim, M., & Montazeri, M. (2013). The impact of metalinguistic corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782. Retrieved from https:// irjabs.com/files_site/paperlist/r_907_130610220058.pdf

Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The modern language journal, 78(1), 41-55. doi: https://doi.org/10.2307/329251

Hamidi, H. (2015). Research in applied linguistics. The First Technical ELT Website. Available at: URL: http://iranelt. com/index. php / intro duction-to-research-methods. Retrieve from http:// www. iranelt. com/ index. php/introduction-to-resea rch-methods

Harlen, W., & Winter, J. (2004). The development of assessment for learning: Learning from the case of science and mathematics. Language testing, 21(3), 390-408. doi: https:// doi.org/10.1191/0265532204lt289oa

Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. Unpublished master's thesis, Chaoyang University of Technology.

Jang, S.-S. (2011). Corrective Feedback and Language Anxiety in L2 Processing and Achievement. English Teaching, 66(2).

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The modern language journal, 92(1), 71-86.

London, M., & Sessa, V. I. (2006). Group feedback for continuous learning. Human Resource Development Review, 5(3), 303-329. doi: https:// doi. org/10.1177/1534484306290226

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1. doi: https:// doi. org/ 10. 1017/ S0261 444812000365

MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of language and social psychology, 15(1), 3-26. doi:https://doi.org/10.1177/0261927X960151001

maujudatul Mufidah, Z. (2017). The Impact of Oral Corrective Feedback On the Level of Language Anxiety. Paper presented at the International Conference on English Language Teaching (ICONE LT 2017).

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1-17. Retrieved from www. jlls. org/ index.php/jlls/article/download/178/165

Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese. Foreign language annals, 29(2), 239-249.

Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it. Unpublished master’s thesis). Middle East Technical University, Turkey.

Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language learning & technology, 13(1), 96-120. Retrieved from llt.msu. edu/vol13num1/sauro.pdf

Selinker, L., & Gass, S. M. (2008). Second language acquisition. Lawrence Erlhaum Ass. doi:  https:// doi. org/ 10. 4324/9780203932841

Shin, T. S., & Dickson, W. P. (2010). The effects of peer-and self-referenced feedback on students’ motivation and academic performance in online learning environments. Journal of Online Learning and Teaching, 6(1), 187-197. Retrieved from  https:// jolt. merlot.org/vol6no1/shin_0310.pdf

Tsang, W. K. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. RELC journal, 35(2), 187-209. doi:https:/ /doi.org/10.1177/003368820403500207

Tsiplakides, I., & Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. Intern ational Education Studies, 2(4), 39-44.  doi:10.5539/IES.V2N4P39

Ur, P. (2012). A course in English language teaching. Cambridge University Press.

Yilmaz, Y. (2016). The role of exposure condition in the effectiveness of explicit correction. Studies in Second Language Acquisition, 38(1), 65. doi:https://doi.org/10.1017/S0272263115000212

Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign language annals, 23(6), 539-553. doi:  https:// doi. org/ 10.1111/j.1944-9720.1990.tb00424.x

Zhai, K., & Gao, X. (2018). Effects of corrective feedback on EFL speaking task complexity in China’s university classroom. Cogent Education, 5(1), 1485472. doi: https:// doi. org/ 10. 1080/2331186X.2018.1485472

Abdullah, K. I., & Abdul Rahman, N. L. (2010). A study on second language speaking anxiety among UTM students. A Study on Second Language Speaking Anxiety among UTM Students, 1-6. Retrieved from http:// eprints. utm. my/ id/ eprint/ 10275/2/Nurul_Lina_Bt_Abdul_Rahman.pdf.

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The modern language journal, 78(2), 155-168. doi:https://doi.org/10.2307/329005

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12(2), 183-210. doi: https:// doi.org/10.1177/1362168807086287

Ay, S. (2010). Young Adolescent Students' Foreign Language Anxiety in Relation to Language Skills at Different Levels. Journal of International Social Research, 3(11). Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjGhaTE06rvAhWitXEKHVwUAHgQFjABegQIAhAD&url=http%3A%2F%2Fwww.sosyalarastirmalar.com%2Fcilt3%2Fsayi11pdf%2Fay_sila.pdf&usg=AOvVaw3QOXcAv7795gPksVqbtnqP.

Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The Effect of anxiety on Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754. Retrieved from www. Eajournals.org/wp-content/ uploads/ The-Effect-of-Anxiety-on-Iranian-EFL-Learners-Speaking-Skill.pdf.

Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety. Bilkent University, Retrieved from. http:// repository. bilkent.edu.tr/bitstream/handle/11693/14917/0003883.pdf?sequence=1&isAllowed=y.

Basic, L. (2011). Speaking anxiety: an obstacle to second language learning? Foreign Language Learning, 2(3), 1-27.

Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT journal, 62(1), 37-46. doi: https:/ /doi. org/10.1093/elt/ccm076

Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (Vol. 2): Peter Lang.

Chang, G. B. (1996). A study of anxiety in Chinese EFL learners. Teaching and Research, 18, 68-90.

Chen, Y. (2015). ESL students' language anxiety in in-class oral presentations. Retrieved from  https:// mds. marshall. edu/ cgi/ view content. cgi? article = 1967&context=etd.

Cheng, J.-C. (2005). The relationship to foreign language anxiety of oral performance achievement, teacher characteristics and in-class activities. Unpublished master’s thesis, Ming Chuan University, Taiwan.

Cheng, Y. s. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656. doi: https:// doi. org/ 10. 1111/ j.1944-9720.2002.tb01903.x.

Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. doi:  https:// doi. org/ 10.1111/0023-8333.00095.

Chowdhury, S. (2014). Learners’ foreign language speaking anxiety: a tertiary level scenario in EFL class (Doctorial dissertation, BRAC University).

Corbalan, G., Kester, L., & van Merriënboer, J. J. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19(6), 455-465. doi:https://doi.org/10.1016/j.learninstruc.2008.07.002

Dalkılıç, N. (2001). An investigation into the role of anxiety in second language learning. Unpublished doctoral dissertation). Çukurova University, Turkey.

Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 327-341. Retrieved from https://www.jstor.org/stable/40170968

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Mahwah. doi: https://doi.org/10.4324/9781410613349

El Tatawy, M. (2002). Corrective feedback in second language acquisition. doi: https: //doi.org/10.7916/D8M90858

Ellis, R. (2005a). 1. Planning and task-based performance: Theory and research. In Planning and task performance in a second language (pp. 3-34): John Benjamins.

Ellis, R. (2005). Instructed second language acquisition: A literature review: Research Division, Ministry of Education Wellington, Australia.

Ellis, R. (2008). The study of second language acquisition. Oxford; New York: Oxford University Press.

Fahim, M., & Montazeri, M. (2013). The impact of metalinguistic corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782. Retrieved from https:// irjabs.com/files_site/paperlist/r_907_130610220058.pdf

Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The modern language journal, 78(1), 41-55. doi: https://doi.org/10.2307/329251

Hamidi, H. (2015). Research in applied linguistics. The First Technical ELT Website. Available at: URL: http://iranelt. com/index. php / intro duction-to-research-methods. Retrieve from http:// www. iranelt. com/ index. php/introduction-to-resea rch-methods

Harlen, W., & Winter, J. (2004). The development of assessment for learning: Learning from the case of science and mathematics. Language testing, 21(3), 390-408. doi: https:// doi.org/10.1191/0265532204lt289oa

Huang, H. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. Unpublished master's thesis, Chaoyang University of Technology.

Jang, S.-S. (2011). Corrective Feedback and Language Anxiety in L2 Processing and Achievement. English Teaching, 66(2).

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The modern language journal, 92(1), 71-86.

London, M., & Sessa, V. I. (2006). Group feedback for continuous learning. Human Resource Development Review, 5(3), 303-329. doi: https:// doi. org/10.1177/1534484306290226

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1. doi: https:// doi. org/ 10. 1017/ S0261 444812000365

MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of language and social psychology, 15(1), 3-26. doi:https://doi.org/10.1177/0261927X960151001

maujudatul Mufidah, Z. (2017). The Impact of Oral Corrective Feedback On the Level of Language Anxiety. Paper presented at the International Conference on English Language Teaching (ICONE LT 2017).

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1-17. Retrieved from www. jlls. org/ index.php/jlls/article/download/178/165

Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese. Foreign language annals, 29(2), 239-249.

Saltan, F. (2003). EFL speaking anxiety: How do students and teachers perceive it. Unpublished master’s thesis). Middle East Technical University, Turkey.

Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language learning & technology, 13(1), 96-120. Retrieved from llt.msu. edu/vol13num1/sauro.pdf

Selinker, L., & Gass, S. M. (2008). Second language acquisition. Lawrence Erlhaum Ass. doi:  https:// doi. org/ 10. 4324/9780203932841

Shin, T. S., & Dickson, W. P. (2010). The effects of peer-and self-referenced feedback on students’ motivation and academic performance in online learning environments. Journal of Online Learning and Teaching, 6(1), 187-197. Retrieved from  https:// jolt. merlot.org/vol6no1/shin_0310.pdf

Tsang, W. K. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. RELC journal, 35(2), 187-209. doi:https:/ /doi.org/10.1177/003368820403500207

Tsiplakides, I., & Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations. Intern ational Education Studies, 2(4), 39-44.  doi:10.5539/IES.V2N4P39

Ur, P. (2012). A course in English language teaching. Cambridge University Press.

Yilmaz, Y. (2016). The role of exposure condition in the effectiveness of explicit correction. Studies in Second Language Acquisition, 38(1), 65. doi:https://doi.org/10.1017/S0272263115000212

Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign language annals, 23(6), 539-553. doi:  https:// doi. org/ 10.1111/j.1944-9720.1990.tb00424.x

Zhai, K., & Gao, X. (2018). Effects of corrective feedback on EFL speaking task complexity in China’s university classroom. Cogent Education, 5(1), 1485472. doi: https:// doi. org/ 10. 1080/2331186X.2018.1485472