Experimental Study of Applying Corrective Feedback for Assessing Speaking Performance

The paper explores the role of interactional feedback in instructed second language learning (SLL), reviews the effects of corrective feedback on the assessment of speaking performance, argues for the necessity of implementing its taxonomy throughout the foreign language teaching (FLT) process, and discusses a diverse dataset regarding its application. In addition to referencing expert analyses in the field of feedback, the study investigates survey results on the most preferred feedback techniques from both teachers' and students' perspectives. The proposed research employs a methodology for interactional corrective feedback in the assessment of speaking performance, focusing on an analysis of reformulation (recasts) and elicitation strategies used by both instructors and learners. Interactional feedback is primarily classified into two main categories: recasts and elicitations, with a particular emphasis on the latter. The findings indicate that while corrective feedback is time- and effort-intensive, it remains a valuable and rational practice. Educators are encouraged to make a conscious effort to integrate this essential component into their teaching while simultaneously fostering a certain degree of learner autonomy.