THE EFFECTIVENESS OF TEACHERS’ CORRECTIVE FEEDBACK (CF) AND SPEAKING PRACTICE ON UNDERGRADUATE LANGUAGE LEARNERS’ SPEAKING ANXIETY (SA)

Abstract

The number of the English Language users is expanding quickly around the globe due to the irrefutable importance of the English language. This is because of a number of educational and economic benefits associated with it contributing a great deal to World Englishes. Despite English has been taught, till degree level, as a compulsory subject, learners face difficulties in the basic four-fold language skills such as listening, reading, writing and speaking. The present study focuses speaking anxiety of English learners. Investigating the impact of speaking practice and corrective feedback on listening anxiety, it measures levels of speaking anxiety of Pakistani undergraduate students before and after the speaking practice and corrective feedback. One hundred and fifty undergraduate students of a public college participated in this study. Foreign Language Speaking Anxiety Scale (FLSAS)) developed from (Horwitz et al., 1986) by Zulfiqar (2022) was adopted to answer the research questions. Mean scores and effect size were also calculated. Pearson correlation was run to check the correlation of pre and post-speaking data. There was a statistically significant decrease in scores of speaking anxiety (before speaking practice and corrective feedback (M= 3.0762, SD=0.45947) and after practice (M= 2.1885, SD=.41059; t (149) = 19.276. p=.000 (two-tailed). The mean decrease in speaking anxiety score was 0.88.77% with a 90% confidence interval ranging from 0.78 to 0.95. The eta squared statistic 0.69 indicated a large effect size