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Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences

نویسنده:

(30 صفحه - از 109 تا 138)

The role of corrective feedback (CF) in language learning has recently gained prominence; however, ignoring the interwoven relationship between cognitive/affective factors, along with individual differences, may not lead to efficient results. This mixed methods research examined high/low emotional intelligence (EI) Iranian EFL learners‘ CF preferences. This study was grounded in the Chaos Complexity Theory of Larsen-Freeman (1997). Considering complexity theory, learners‘ modified outputs were examined to find the related EI components in teacher-learner matched/mismatched conditions. First, using Bar-on Emotional Quotient Inventory, 12 teachers and 223 learners were grouped as having high/low EI. Second, learners‘ CF preferences were determined through Students‘ Preferences Elicitation Questionnaire, including both closed and open-ended questions. Third, utilizing an observation checklist, teachers‘ CF practices and learners‘ modified outputs in summery telling activity were examined to find the associations among EI components and modified output in teacher-learner matched/mismatched conditions. The quantitative analysis using a number of Chi-square tests and the complementary qualitative data analyses revealed that the high/low EI learners preferred the different CF types. The most frequent successful modified output was associated with certain EI components in the mismatched conditions of EI and CF. The findings provide pertinent implications for practitioners regarding feedback implementation and successful modified output. Furthermore, the findings refer to the necessity of future studies in this area which are discussed in the article.

خلاصه ماشینی:

Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences Ehsan Narimani Vahedi1, Mahnaz Saeidi2*, Nasrin Hadidi Tamjid3 1 Ph. D,Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran, narimani. Limiting their studies to quantitative research, most of these studies, without providing explanations for learners‘ CF preferences, have paid far too little attention to modified output in teacher-learner matched/mismatched conditions of EI and CF practices and preferences, based on complexity theory. Narimani Vahedi, Saeidi & Hadidi Tamjid/ Teachers and learners‘ emotion… (View the image of this page) Table 1 Descriptive Statistics for CF Types Preferred by High/Low EI Learners (View the image of this page) Journal of Modern Research in English Language Studies 5(4), 109-133. Underlying these choices, high EI learners, in response to the open ended question of Narimani Vahedi, Saeidi & Hadidi Tamjid/ Teachers and learners‘ emotion… (View the image of this page)why, justified their preferences through being independent or being autonomous, and not choosing the peer-correction due to their anxiety and face threatening factors. Moreover, regarding mismatch between teacher‘s CF practices and learners‘ CF preferences, this study, in accordance with Lee (2013), who found teacher‘s recast causing learner repair, in spite of the learners‘ explicit correction preference, showed the learners‘ successful modified output more in MMCFP. In addition, high EI learners‘ stress tolerance was expected to associate with more successful modified output; however, it seems that anxiety preponderated over preference of peer-correction and the learners inclined toward less anxiety-provoking CF types.


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