Résumé:
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.
