Abstract:
The present research is an attempt to discover the effect of teachers' corrective feedback on learners' oral fluency practice. Our particular interest in conducting this dissertation on this issue is triggered by the important function that teachers' corrective feedback plays in determining the learners' language level. Indeed, teachers' error correction has the power of altering the students' level, but in some situations it can affect some aspects of learning negatively. This is why we want to know whether this important aspect has a negative effect on learners' oral fluency practice, i.e. does teachers' corrective feedback give students more opportunities to practice and improve their oral fluency. The significance of this research lies in the fact that it provides with descriptions of the reality of teachers' error correction and measures the extent to which this aspect of teaching and learning can affect the learners' oral fluency practice
