Correlative Feedback: A Benchmark for Iranian EFL Students’ Motivation

Mustapha Hajebi, Baqer Khandel


This study investigated the relationship between corrective feedback and ELT students' motivation. This study utilized both quantitative and qualitative research aimed at determining of the grade 1 to pre-university students’ and teachers’ perceptions and attitudes about corrective feedback. Qualitative data collected to gain more in-depth information about why teachers and students preferred a particular type or amount of feedback. Two hundred and forty participants were selected from grad 1 to pre-university at high school in Bandar Abbas. These respondents had average level of English language proficiency, a situation faced by many students in this area who rarely used English language outside the school. The instruments used in this study were questionnaire and interview to determine students’ perception on their views on using corrective feedback in the English class and also to investigate whether the use of corrective feedback has great effects on students’ motivation. Data analyzed by SPSS version17 in Likert scale to determine the respondents’ perception of using corrective feedback. In addition, interviews transcribed to investigate the effects of using corrective feedback in motivation and what type of corrective feedback is preferred by teachers and students. Results of the study indicate that the students have positive attitudes about using corrective feedback and the use of corrective feedback is more effective in improving students’ learning and their motivation. It is hoped that the findings of this research would provide the reason why the corrective feedback should not be neglected when teaching a foreign language rather it should be looked upon as a resource for foreign language learning EFL students.


feedback, correlative feedback, motivation

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