| Summary: | Recent research on the role of classroom feedback has pointed out that learning is easier and quicker when students receive detailed feedback that tells them precisely what they have done wrong and what they should have done instead. Our study aimed to investigate how two different types of classroom feedback influence the development of bilingual oral production. Fifty-four English L2 learners were divided into an experimental group and a control group. Both groups were exposed to a two-month-hybrid experience for the development of oral production. The control group received implicit feedback based on the general content of their oral production. The experimental group received explicit feedback based on grammar, pointing out corrections in relation to the form of their oral production. Through a pre- and post-test, we verified whether the different types of feedback impacted the participants' oral production, in terms of grammatical accuracy, weighted lexical density and fluency. Results show that explicit feedback was more effective in improving learner´s L2 grammatical accuracy after the two months of intervention. However, there were no significant differences between the two types of feedback in relation to developing lexical density or fluency over time.
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