An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback

This research study draws on research in SLA and language pedagogy and hopes to throw some light on the pedagogical effectiveness of the oral feedback process in L2 classrooms by focusing exclusively on the potential affective damage that teachers´ oral corrective feedback can cause among learners i...

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Autor Principal: Martínez, Juan de Dios
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: Universidad Distrital Francisco José de Caldas 2013
Materias:
Acceso en línea:http://hdl.handle.net/11349/18106
id ir-11349-18106
recordtype dspace
spelling ir-11349-181062019-09-19T21:23:35Z An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback Martínez, Juan de Dios oral corrective feedback affective damage This research study draws on research in SLA and language pedagogy and hopes to throw some light on the pedagogical effectiveness of the oral feedback process in L2 classrooms by focusing exclusively on the potential affective damage that teachers´ oral corrective feedback can cause among learners in classroom settings. The paper describes a study in which we investigated how EFL learners actually perceive or rather emotionally respond to the oral feedback process. This paper aims to investigate to what extent the way teachers provide oral corrective feedback is somehow associated with learners´ motivations and attitudes. For this purpose, a short questionnaire was designed and distributed among a sample of 208 EFL secondary school learners. The article first reviews the literature on the controversial role of corrective feedback in L2 classrooms. Next, the findings are reported and discussed. This research paper suggests that EFL learners emotionally respond to teachers´ oral corrective feedback in different ways. Additionally, it found evidence that anxiety can have a negative effect on the way learners benefit from the oral feedback process. Thus, the paper issues warnings about the potential affective damage oral corrective feedback can cause among learners in classroom situations. 2013-07-01 2019-09-19T21:23:35Z 2019-09-19T21:23:35Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares Peer-reviewes Article https://revistas.udistrital.edu.co/index.php/calj/article/view/5133 10.14483/udistrital.jour.calj.2013.2.a08 http://hdl.handle.net/11349/18106 eng https://revistas.udistrital.edu.co/index.php/calj/article/view/5133/6743 https://revistas.udistrital.edu.co/index.php/calj/article/view/5133/11321 application/pdf Universidad Distrital Francisco José de Caldas Colombian appl. linguist. J.; Vol 15, No 2 (2013) July-December; 265-278 Colombian Applied Linguistics Journal; Vol 15, No 2 (2013) July-December; 265-278 2248-7085 0123-4641
institution Universidad Distrital Francisco José de Caldas
collection DSpace
language Inglés (English)
topic oral corrective feedback
affective damage
spellingShingle oral corrective feedback
affective damage
Martínez, Juan de Dios
An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
description This research study draws on research in SLA and language pedagogy and hopes to throw some light on the pedagogical effectiveness of the oral feedback process in L2 classrooms by focusing exclusively on the potential affective damage that teachers´ oral corrective feedback can cause among learners in classroom settings. The paper describes a study in which we investigated how EFL learners actually perceive or rather emotionally respond to the oral feedback process. This paper aims to investigate to what extent the way teachers provide oral corrective feedback is somehow associated with learners´ motivations and attitudes. For this purpose, a short questionnaire was designed and distributed among a sample of 208 EFL secondary school learners. The article first reviews the literature on the controversial role of corrective feedback in L2 classrooms. Next, the findings are reported and discussed. This research paper suggests that EFL learners emotionally respond to teachers´ oral corrective feedback in different ways. Additionally, it found evidence that anxiety can have a negative effect on the way learners benefit from the oral feedback process. Thus, the paper issues warnings about the potential affective damage oral corrective feedback can cause among learners in classroom situations.
format Artículo (Article)
author Martínez, Juan de Dios
author_facet Martínez, Juan de Dios
author_sort Martínez, Juan de Dios
title An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
title_short An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
title_full An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
title_fullStr An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
title_full_unstemmed An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback
title_sort investigation into how efl learners emotionally respond to teachers’ oral corrective feedback
publisher Universidad Distrital Francisco José de Caldas
publishDate 2013
url http://hdl.handle.net/11349/18106
_version_ 1712444416297271296
score 12,111491