Spoken language development in young EFL learners depends heavily on the quality and timing of feedback provided by teachers. This study examines how different types of corrective feedback influence the development of spoken fluency and accuracy among school-age English language learners. Selected classroom interactions and learner responses were analyzed using observational data and questionnaires, focusing on recasts, explicit correction, elicitation, and metalinguistic feedback strategies. The findings suggest that the type and timing of feedback significantly shapes learners' willingness to speak, their self-correction habits, and overall oral performance. Strategies that position the learner as an active participant in the correction process particularly elicitation and metalinguistic clues produced the most consistent gains in both fluency and accuracy over time. Understanding these dynamics is essential for designing effective speaking instruction and fostering confident, accurate communication among young learners in the EFL classroom.
Gofurova Charos (Wed,) studied this question.