An Investigation into the Impact of Written Corrective Feedback on L2 Students Oral Accuracy and Fluency

Though the efficacy of explicit corrective feedback or CF (from among different types of feedback) in second language (L2) teaching and learning process has been well documented, little studies have investigated on how students L2 skills learning in terms of accuracy. Further, in most of the recent studies, CF triggered by teacher as an authority through the learning process, namely teacher-led classroom. This study seeks to employ written corrective peer feedback to see if it leads to L2 English students speaking accuracy and fluency or not. Two groups of female and male undergraduates from Academic Center for Education, Culture and Research (ACECR) were selected through purposive sampling method to be homogenized via English language proficiency test. Then, they were randomly divided into two groups to be taught and practice the materials under the surveillance of the teacher (group one) or their partners (group two) during the fall semester of the academic year 2015. Analyzing the gathered data through independent samples t-test revealed that peer CR troubleshot the students writing errors, which, in turn, resulted in their oral outperformance with regard to accuracy and fluency.