Effective feedback techniques on speaking and their implications in the context of higher education

Abstract

This research aims to contribute to the development of the speaking skill of a foreign language particularly in the context of the tertiary level by exploring the practice of some corrective feedback techniques on the oral ability and coming up with the most effective strategies along with their respective pedagogical implications. The methodology employed was the exploratory bibliographic research method, where only the most current research on the topic was taken into account. The results showed that the most effective type of corrective feedback when supporting the speaking skill was the metalinguistic technique followed by recast. According to the studies both types of corrective feedback might support, although in a different manner, the development of the L2 oral skill in the context of higher education. Finally, it was concluded that the metalinguistic technique mostly assisted the development of grammar and pronunciation while recast enhanced learners’ fluency. In regard to students’ perspectives, recast was the most preferred corrective feedback technique as this strategy does not demand any cognitive effort as the metalinguistic method does.