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Makale Özeti:
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The role of teacher-student interaction and collaboration in solving linguistic problems has recently
been in the center of SLA research. Accordingly, this study investigated the effect of Oral Interactive
Feedback (OIF) on the accuracy and complexity of Iranian intermediate EFL learners’ writing. After
ensuring the homogeneity using Preliminary English Test (PET), the researchers randomly assigned 50
sophomores into OIF group and Explicit Feedback (EF) group, with 25 students in each of them. The
participants in the OIF group received oral interactive feedback, including elicitation and metalinguistic
clues, on their written errors, while those in the EF group received oral explicit correction on their
written errors. Data collection was based on immediate revisions of compositions and a post-test. Using
ANCOVA, the researchers found that the OIF group outperformed the EF group in terms of both
accuracy and complexity in both revised compositions and post-test. The findings from the study may
encourage language teachers’ further use of OIF, using elicitation and metalinguistic clues, in treating
EFL learners’ errors in written discourse
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