Abstract
This study investigates how different L2 learning environments produce differing effects of oral corrective feedback (CF) in second language (L2) classrooms. The results of this research using the random effect model are presented according to the English teaching environments (EFL or ESL). The quantitative meta-analyses for four variables (types, linguistic domains, L1, age) are conducted and compared between research works of ESL and EFL environment. The data were collected from research papers. In total, 42 studies are coded, 19 of which are identified as EFL studies and 23 as ESL. It is found that (a) the overall effect of the corrective feedback is greater in the ESL environment; (b) its effect degree is variable-dependent; (c) both EFL and ESL environments have contributed differentially to the effect size. Possible explanations and justifications for the results are sought through cross-tabulation and with reference to the theoretical background of the second language acquisition.
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