An Investigation into How Iranian female EFL Learners Emotionally Respond to the Oral Corrective Feedback and the Relationship between Their Emotional Response and Motivation

This paper tries to investigate into how female EFL learners emotionally respond to teachers Oral Corrective Feedback in the classroom. By a quick search on the web it could be easilyseen that there were really less than three studies, investigating on emotional part of the feedback which directly affects students‟ motivation and whether to continue learning orleave it. To fulfill this gap, a sample of 250 students from different classes at Safir Institutewas selected to participate in Nelson Test of English to ensure the homogeneity of the population. After the results were gathered, 200 of them were considered as a homogenouspopulation for the study and were given a short 15-item Persian questionnaire inspired byMartínez‟s questionnaire and Foreign Language Learning Motivation Scale- that was directly adopted and developed from the Motivation Test Battery (Gardner and Lambert 1972).Resultsindicate that not only was the Oral Corrective Feedback provided by the teacher, favored by a large population of students but also, most of them are very much motivated to continue learning going after the reasons they made mistakes to improve and learn from their mistakes.

کلیدواژه ها:

Iranian female EFL learners ، Oral Corrective Feedback ، Emotional response ، Destructive effect of feedback ، Motivation