Learner Motivation in Peer and Teacher Corrective Feedback in English Classes

Abstract

The efficacy of using corrective feedback in foreign language classrooms is of importance to have learners improve on the use of foreign language as a tool for communication. However, learners’ emotional responses to the provider of the oral corrective feedback has not been given much attention. Thus, the effects of oral corrective feedback provided by teachers or peers on the motivation of learners to learn the language and take an active part in the classroom has remained to be explored. This study aims to show Turkish EFL learners’, who study in an Anatolian high school of the Ministry of National Education, an emotional situation when they receive corrective feedback from both teachers and their own classmates. Mixed methods research has been adopted with explanatory sequence, and analysis has been drawn upon both qualitative and quantitative data in the study to gain broader insights to the perceptions of learners in the corrective feedback. Participants consisted of 119 9th grade students and after completing 30-items questionnaire they attended 3 weeks treatment sessions focusing on the provider of the feedback specifically. At the end of treatment sessions, a total of 7 volunteers of the participants took the semi-structured interviews. The data showed that learners at the 9th grade prefer teacher feedback as the source of the feedback is credible however, both individual differences and interpersonal relationships between the source and the receiver of the feedback plays a crucial role. This research provides significant insights for teachers, teacher educators and MoNE policies.