The Effect of Teacher's Follow-up Move Approach (F-move) on Iranian EFL Learner's Conversation Quality

The present paper investigated the effect of teacher’s follow‐up move approach on Iranian EFL learners’ conversation quality. Ninety students were selected in a senior high school in Poldokhtar, Iran. Through an oral test sixty out of ninety students whose scores were between one standard deviation (SD) above and below the mean were selected as the participants of the study. Then they were divided into two equal homogeneous groups of experimental and control. The experimental group received the treatment which was five units of Top Notch A and was taught under the supervision of the teacher using follow- up (F-move) strategy but the control group was taught in the traditional way. After the teaching period was over, a posttest was presented to both groups to see whether the teacher's follow-up moves had been effective. The scores obtained through the pre and the posttest were analyzed using the Paired and Independent Samples t-test procedure and the results reported. The results indicated that the experimental group of EFL learners under the supervision of teachers applying follow-up move acted better than their counterpart (control group) that paved the way in traditional way.