Efficiency of Written and Oral Feedback Types Used for Persian EFL Students’ Language Production. A Literature Review

Abstract

Abstract This paper aims to present research on oral and written feedback concerning the language accuracy, acquisition, and retention of Persian EFL speakers as a target group in the EFL teaching from 2010 to 2017. Regarding the massive amount of research conducted on the effectiveness of different feedback types in Scandinavia during the last decades, it is now time to gain a deeper insight into how effective in Iran the different feedback types have been with Persian learners of English, as one example of migrant groups that EFL teachers may encounter in Sweden. This review discusses the findings of this area of research along the following dimensions: a) direct and indirect written feedback on written assignments b) oral feedback on Persian EFL speakers’ language production. According to the results of the presented experimental studies, written and oral explicit feedback types seem to be more effective on Persian EFL students’ language production than implicit ones. Since Persian EFL learners are only one example of non- Swedish speakers in the multicultural EFL classroom in Sweden, further research is needed to investigate the effectiveness of oral and written feedback types with other linguistic backgrounds than Persian.