JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 4, NO. 3, Winter 2016 49 The direct and indirect effect of corrective feedback in speaking accuracy on L2 learners in Iranian EFL context Pegah Javadi Islamic Azad University of Takestan, Iran E-mail: Pegah221@yahoo.com Bahador Sadeghi Islamic Azad University of Takestan, Iran E-mail: bahsad@gmail.com Abstract The purpose of the current study was to investigate the effects of direct and indirect corrective feedback on Iranian intermediate EFL learners’ speaking accuracy. This present research aimed to investigate the differential impact of recast and metalinguistic feedback on speaking performance of EFL learners. To do so, After administering a Nelson test to have a homogeneous sample a total number of 61 EFL learners ranging from 15 to 40 years old were selected. They were randomly divided into three groups. Two classes were assigned to serve as an experimental groups which received direct and indirect corrective feedback, and the other class as control group. For pre and post-tests all groups were given different pictures to measure the learners speaking accuracy. In order to treatment, The classes last for 8 sessions in 4 weeks. The results of the One-Way Anova and Post Hoc Tukey Hsd Test showed that, there exists a significant difference among the speaking accuracy measures in the three groups and the experimental groups who received corrective feedback outperformed the control group who did not receive any feedback. In other words, first of all both CF types were effective in post test and secondly between the two CF types metalinguistic feedback was more effective than recast. Key words: Direct corrective feedback, Indirect corrective feedback, Recast, Metalinguistic Feedback, Speaking accuracy, Accuracy Introduction Speaking is one of the most important skills, because people want to have a conversation to transfer their ideas. Brown (2008) believes that, speaking is a task that like any other learning tasks involves making mistakes. Keyvanfar & Azimi, (2009) also believe that Speakers of L1, make mistakes or errors in using their own language when they are lost for words or forced into inappropriate language by a difficult situation; therefore, EFL teachers need to make informed decisions about what, when, and how correct in order to help learners improve their speaking skills without damaging their confidence. So, here we refer to accuracy, which according to Housen & Kuikken, (2009),is regarded as “error-free” speech; and Speaking accuracy according