Effects of corrective feedback on EFL speaking task complexity in China’s university classroom

Keyu ZHAI, Xing GAO*

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

8 Citations (Scopus)


Corrective feedback (CF) and task complexity are two important pedagogical topics in second language acquisition research in recent years, but there is few research investigating effects of CF on speaking task complexity in China’s university classroom settings. This research, through conducting different versions of speaking task experiments among 24 university students in China, explores the effect of teachers’ CF on English as a Foreign Language (EFL) speaking task complexity. According to the analysis of first-hand data, this research finds CF has different effects on EFL oral production with different task complexity. In simple speaking task, the effects of five kinds of CF (from largest to smallest) are listed as follows: clarification quest, metalinguistic feedback, recast, repetition and confirmation check. Regarding complex speaking task, the effects of five categorized CF are ranked from largest to smallest as follows: metalinguistic feedback, confirmation check, recast, clarification request and repetition. Improving to provide CF in pedagogical practice is an important contribution to promote EFL speaking task, so, on the basis of above research results, appropriate ways and forms of providing CFare expected to promote efficiency of CF in EFL classroom under the context of Chinese university classroom.

Original languageEnglish
Article number1485472
Number of pages13
JournalCogent Education
Issue number1
Early online date2 Jul 2018
Publication statusPublished - 2018
Externally publishedYes

Bibliographical note

Funding Information:
This work was supported by the China Scholarship Council [201608060111].

Publisher Copyright:
© 2018 The Author(s).


  • Chinese university EFL classroom
  • Corrective feedback
  • Speaking task complexity


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