The Impact of Error Correction Strategies of Speaking Tasks on the Anxiety Level of Intermediate EFL Learners

Abstract

The goal of this study was to explore the attitudes of a group of EFL learners in Kish Air Language Institute in Kerman in Iran on two types of error correction strategy: teacher and peer corrective feedback. To this purpose, a questionnaire was designed and after following the processes of standardizing, was implemented. Twenty-nine intermediate participants gave their responses to the question after applying teacher and peer corrective feedback in speaking and conversation activities. On the whole, six main areas were focused in the study. They included the objectives, the role of anxiety, error correction strategies with more emphasis on teachers’ role in correcting errors, learners’ role in correcting errors, and error types in speaking and conversation activities. The approach that was supported in this study highlighted the important role of the teacher in corrective feedback strategies and also the role of the learners in helping their peers to give having confidence and support. Overall, the participants reflected their preference in receiving help from the teacher, being corrected by their classmates under supervision of their teachers and finally being corrected fully by the teacher or peers.