The Effect of Oral Corrective Feedback on Students Written Performance of Second-Year EFL
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Abstract
This study examines the effect of Oral Corrective Feedback (henceforth, OCF) on the written output of second-year English as a Foreign Language (henceforth, EFL) students at the University of Zakho, College of Humanities during the academic year 2024–2025. The study utilized a pretest and posttest of fifty-seven students who were divided into an experimental group and a control group. The experimental group received six types of OCF classified by Lyster and Ranta (1997) over a ten-week treatment period following the pretest, while the control group continued with regular classroom instruction without systematic Corrective Feedback (CF). To assess student advancement in overall writing quality, the assignments administered were pre- and post-intervention, and the resulting data were analyzed utilizing the Statistical Package for Social Sciences (SPSS) version 25. A comparison of the posttest results of the experimental and the control group revealed a statistically significant enhancement, suggesting that systematic OCF effectively cultivates error awareness, promotes self-correction, and augments writing proficiency. Results indicate that OCF not only improves linguistic accuracy but also encourages cognitive engagement and the development of academic writing skills within EFL environments. Consequently, the study underscores the pedagogical significance of incorporating interactive feedback strategies into EFL instruction, offering practical guidance for educators aiming to cultivate both accuracy and learner independence in writing endeavors.
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