The Effect of Teachers Follow-up Move Approach (F-move) on Iranian EFL Learners Conversation Quality

The present paper investigated the effect of teacher’s follow‐up approach on Iranian EFL learners conversation quality. Ninety students were selected in a senior high school in Poldokhtar, Iran. Through an oral test sixty out of ninety students whose scores were between one standard deviation (SD) above and below the mean were selected as the participants of the study. Then they were divided into two equal homogeneous groups of experimental and control. The experimental group received the treatment which was five units of Top Notch A but the control group was taught in the traditional way. The scores obtained through the pre and the post-test were analyzed using the Paired and Independent Samples t-test procedure and the results reported. The results indicated that the experimental group of EFL learners under the supervision of teachers applying follow-up move acted better than their counterpart (control group) that paved the way in traditional way.