THE IMPACT OF DELAYED ERROR CORRECTION ON SPEAKING CONFIDENCE OF EFL LEARNERS IN A CENTRAL ASIAN CONTEXT

Abstract

Abstract:This study investigates the impact of delayed error correction on the speaking confidence of EFL (English as a Foreign Language) learners in a Central Asian context. While immediate error correction has traditionally been dominant in language classrooms, recent communicative approaches suggest that delayed correction may reduce anxiety and enhance learners’ confidence. The research was conducted among intermediate-level university students in Uzbekistan. A quasi-experimental design was employed with control and experimental groups over a 10-week period. The experimental group received delayed corrective feedback after speaking tasks, while the control group received immediate correction. Data were collected through pre- and post-speaking confidence questionnaires, classroom observations, and oral performance assessments. The findings reveal that delayed error correction significantly improves students’ speaking confidence and reduces communication anxiety without negatively affecting accuracy development. The study concludes that delayed corrective feedback can be an effective pedagogical strategy in EFL classrooms in Central Asia.