Abstract

The objective of the current research is to investigate the effect of instructors and peers’ oral feedback on the written English accuracy of ESL learners. In this quasi-experimental study, 90 participants are assessed on three distinct forms of feedback (i.e., instructor’s oral metalinguistic feedback along with indirect written feedback, peers’ oral interaction along with indirect written feedback and no feedback) for writing errors of three types (i.e., verb tense, preposition, and articles). The participants are assessed three times; pre-test, an immediate post-test and delayed post-test. ANOVA demonstrates that learners receiving instructors’ oral metalinguistic feedback along with indirect written feedback outperform those who receive peers’ oral interaction along with indirect written feedback and no feedback in two out of three linguistic forms in subsequent writing. The findings of the study suggest that employing oral metalinguistic instructors’ feedback along with written feedback in the Pakistani language learning context can help learners improve their English language learning. Consequently, language efficiency may improve overall academic performance and success ratio in academia.

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