چکیده:
This study aimed at investigating the influence of confirmatory vs. corrective feedback on English as a foreign language (EFL) learners' academic self-concept, attributions, second language (L2) speaking, class performance, and English achievement. To this end, two intact classes of female elementary EFL learners from a language learning institution in Isfahan, Iran were selected. They were asked to complete Myself-As-a-Learner Scale (MALS) and Attributions Scale (AS) to measure their self-concept and attributions prior to receiving any treatments. Then one of the classes received corrective feedback on their errors and the other one received confirmatory feedback on their correct use of English. At the end of the study, they were given the institute's achievement test, which was composed of 100 multiple choice items on listening, grammar, vocabulary, and reading. They were also asked to self-rate their L2 speaking as well as to complete MALS and AS again. Results revealed that teachers' corrective discourses have the potential to influence EFL learners' academic self-concept, attributions, and language attainment. Implications are discussed, and avenues for future research are outlined.
خلاصه ماشینی:
"Influence of Teachers' Feedback Discourses on EFL Learners' Academic Self-Concept, Attributions, L2 Speaking, Class Performance, and L2 Achievement: Confirmatory Feedback in Focus 1 Mohammad English Department, University of Isfahan, Isfahan, Iran This study aimed at investigating the influence of confirmatory vs.
Recently, mostly inspired by the model presented by Dörnyei and Otto´ (1998), researchers have begun to examine the ways through which teachers can motivate EFL (English as a foreign language) learners (Amiryousefi, 2016; Guilloteaux & Dornyei, 2008; Moskovsky et al.
The results revealed that in the confirmatory feedback group, where the learners received praise and admiration on their correct use of English, the mean values for long-term effort and situational effort, which are among the internal-controllable attributions, as well as for positive self-related beliefs significantly increased while the mean values for luck and ability, which are amongst the external-uncontrollable attributions, as well as for some of the negative self-related beliefs significantly decreased at Time 2.
) might have created a supportive environment in the class and a friendly relationship between the teacher and the learners in the confirmatory feedback group; this according to Alrabai (2014) can decrease learners’ state anxiety and can increase their self-confidence and risk-taking, which are especially needed during the early stages of L2 learning."