Background and Objectives: Research on foreign language writing often focuses on teacher corrective feedback, both written and verbal. This study explored whether different types of teacher feedback on students’ writing and speaking produced significant differences between experimental and control groups’ performance outcomes.
Methodology: The study involved 24 students from three pre-intermeidate classes at Afarinesh Institute in Sari, Mazandaran, Iran, all taught by the same teacher. One class was the experimental group and another the control group, both using the same textbook materials. The experimental group received oral feedback from the teacher. Data were analyzed using parametric tests. The Kolmogorov-Smirnov test assessed pretest and posttest performance, while independent t-tests were used for comparing group results. Teacher feedback was considered crucial in motivating students and enhancing their writing skills and overall academic progress.
Results: The analysis of data collected from the students’ performance in the 6th session, however, yielded an AsympSig value of .000 which showed that the observed differences among the two groups were statistically significant. Therefore, the hypothesis is rejected and it is confirmed that there existed a significant difference between the two groups.
Conclusion: The teachers’ oral feedback to their students’ errors and mistakes are effective mainly because they give them the type of awareness they need to improve their writing accuracy.