The Role of Delayed Correction in Fostering the Students’ Speaking Skill

Abstract

The present dissertation investigates the role of delayed correction in enhancing students’ speaking. This way of correction can be a good strategy to enhance students’ speaking proficiency. Therefore, our aim is to investigate the existing relationship between delayed correction and speaking skill. Thus we hypothesize that if teachers use delayed correction, students speaking skill will be improved. To confirm the hypothesis the quantitative descriptive method is used by administrating two questionnaires to both teachers and students randomly chosen for the English Department at 8 Mai 1945 University, Guelma. The main result obtained revealed that both teachers and students consider delayed corrections as an important strategy to motivate students perform orally better. Despite the limitations that were faced during this research, its findings provided some suggestions and recommendations that can help teachers as well as students for future researches.