Teachers’ Corrective Feedback Influence On Efl Learners’ Grammatical Accuracy In Oral Class. The Case Study Of First Year License Students Of English Language At Mohamed Boudiaf University.

Résumé: During the process of teaching and learning, students face difficulties that force them to make mistakes and teachers use corrective feedback to solve this problem. The current descriptive study aims to investigate the teachers’ corrective feedback influence on EFL learners’ grammatical accuracy in oral classes. Data were collected through a questionnaire that was delivered to fifty students and three teachers of oral expression at the Department of Letters and English Language at Mohamed Boudiaf University. Also, an observation with ten sessions of oral expression was supported with fifteen hours of tape recording. Findings of the questionnaires and observation show that students commit plenty of grammatical mistakes during oral expression session, and teacher tend to use a set of strategies to correct students immediately in most of times, like: recast and explicit correction. However, results show also that most of the students’ mistakes are not corrected, maybe because of the repetition of the same mistakes, and students acknowledge the teachers’ correction for their grammatical mistakes because they consider him/her as the most reliable source of correction in classroom. Finally, though the teachers are using some known strategies of correction like: explicit correction or recast but they need to have a look on all other strategies and give explanation to the error and not correcting it with a respect to the students’ affective factors.

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