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Speaking is the ability to express or exchange thoughts through language (Mart, 2012). Unlike written tasks, oral presentations often require online language processing (Ellis, 2003). These, among other factors, might be reasons why Iranian EFL learners and teachers consider speaking to be the most demanding skill. In the Iranian EFL context in which the formal instruction of English language starts from the first year of junior high school and the dominant method of EFL teaching emphasizes deductive teaching of grammar, learning new lists of vocabulary, doing written exercises and even translating the texts, speaking skill is usually considered to be even more challenging to the students. As an indispensable part of SLA research, corrective feedback (CF) has played a significant role in enhancing knowledge on the ways to improve language acquisition in general and different skills such as speaking in specific. There has been a shift in this line ABSTRACT

A Mixed Methods Study of Scaffolded Corrective Feedback and Motivational Scaffolding in EFL Oral Production Accuracy and Fluency