Iranian EFL learners’ preferred oral corrective feedback: High anxious learners vs. low anxious learners

Students’ feedback beliefs and anxiety in online foreign language oral tasks

“…Their results show that students value teachers' CF the most, followed by student peer-feedback, and self-correction was the least favoured. Abedi et al (2015), in a face-to-face study, coincides with Zhang and Rahimi (2014) in that teacher CF is the most favoured. Rollinson (2005) found in face-to-face environments that peer-feedback is less authoritarian and more supportive but students perceive it as less useful.…”

“…Also, one should consider that students' L1 can influence the degree of difficulty when learning another language (Zhanming, 2014). The fact that the literature on levels of anxiety in learning a FL show different results may be due to many variables such as the students' L1 and target language (Abedi, Mahadavi, & Hassaskhah, 2015;Baralt & Gurzynski-Weiss 2011;Martínez 2013;Renko 2012;Sheen 2008).…”

“…In this sense, Abedi et al (2015) recommend considering the levels of anxiety when giving feedback and suggest investigating possible relationships between these factors, especially in relation to speaking tasks, which are perceived as the toughest tasks by most students of FL. The present study is focused on corrective feedback (CF) provided to students when carrying out speaking tasks in an interactive online environment.…”

“…The results indicated that regardless of their anxiety level both groups had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes when they were made aware of the purpose, significance, and types of CF. Similarly, Abedi et al (2015) present six CF strategies: explicit correction; recast; clarification request; meta-linguistic clues; elicitation and the repetition of the mistake. Regardless of their level of anxiety, the students in their study expressed similar beliefs regarding CF.…”

“…Most of the research about the relationship between anxiety and corrective feedback has mostly been conducted in faceto-face environments. Several studies on these two factors have been performed in a classroom context (Abedi, Mahadavi, & Hassaskhah 2015;Renko 2012), but very little has been has examined them in e-learning. The present study examines the relationship between students showing anxiety when speaking a FL and feedback as a potential anxiety inhibitor in e-learning.…”