Abstract:
The present study aims at finding out the effect of teachers’ corrective feedback type on English as a foreign language (EFL) learners’ anxiety in the teaching of the speaking skill. A convenient sample has been selected to take part in this research, which is divided into two sub-groups, the experimental and the control group. This research followed a quasi- experimental design, and to explore this, we collected data through tests (pretest and posttest) in which the experimental group received a specific treatment related to teachers’ implicit corrective feedback, and the control group does not received the treatment (i.e. the group who did not receive this type of feedback, and who received explicit corrective feedback)
