الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
1-The literature reveals a wide variety of techniques that teachers currently use to correct their students’ oral and written errors. Although there is no experimental evidence to substantiate whether any of these methods reduces students’ errors significantly. Some research indicates that direct types of corrective procedures have proven to be ineffective. Some very recent research has focused on how teachers actually correct students’ errors in their classrooms. It appears that continued research in this new area will contribute to the development of additional practical methods for correcting errors effectively and efficiently.
2- Although teacher correction of learner errors is helpful to many students, it may not necessarily be an effective instructional strategy for every student or in all language classroom. Peer correction or self-correction with teacher guidance may be a more worthwhile investment of time and effort for some teachers and learners.
5.2. Conclusion
The purpose of this study was to investigate the effect of oral corrective feedback provision on improving students’ speaking skills. The results of the speaking scores showed that oral corrective feedback provision in the classroom plays a facilitative role in improving students’ speaking skills.
Returning to the research questions posed at the beginning of this study, it is now possible to state that oral corrective feedback is effective in improving students’ speaking skill.
In conclusion, feedback is still believed to be very important by teachers, even though research shows that the change from a form-focused to a meaning-focused teaching approach has meant that errors made by the students are not given as much attention today as before. The researcher’s respondent is aware of the important factors necessary for students’ uptake and try to meet the needs of each individual student. Nevertheless, the researcher’s investigation also shows that teachers prefer one or two kinds of corrective feedback approaches more than the other ones and will hold on to that approach regardless of what skills are being practiced. The researcher believes that feedback of any type will always be important, positive as well as negative, as long as it is used in an adequate way. The challenge is to create a comfortable learning situation; help students achieve good self-confidence and the teacher be entrusted with the students’ faith and reliance. Also, it is necessary to choose the most appropriate approach in the right situation. On the other hand, some students respond positively towards corrective feedback as consider it as guidance and knowledge transferred by the teacher. While others feel mostly negative towards corrective feedback used by the teacher for some reasons, especially for their self-confidence as it makes them feel insecure in speaking activity.
5.3. Suggestions for Further Research
After all, the researcher provided some suggestions on the issue of delivering oral feedback strategy in English classroom as follows:
1-Using AI applications as checkers of oral performance.
2- Using oral feedback in online and blended learning.
3- Using AI and Robotic feedback.
4-Teachers should try using oral feedback in the classroom especially recast as it has positive impact to raise the students’ motivation and spirit in learning.
5-Feedback could help to improve strategies of learning and it would give enough confidence to students when producing.
6-Teachers must keep working on the different types of correction by taking into consideration the different students’ learning styles or attitudes.
7-Corrective feedback must be an issue to be analyzed into a wide variety of different contexts where teachers might manage alternative ways to verify how efficient diverse technique are when applied. By recognizing that, students’ learning process might be reinforced. Students’ attitudes or preferences towards corrective feedback are (psychological) circumstances which should be taken into account in further research.
8-Finally, teachers’ perception about the role and importance of using corrective feedback in class or their actions taken when committed different types of errors are also a determinant issue inherent to the process of teaching and relevant to be considered by researchers.