Research Digest 4 (High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation

and extraversion)

Title: High school EFL students’ beliefs about oral corrective feedback: The role of gender,
motivation and extraversion
Author/s: Xuan Van Ha, Jill C. Murray & A. Mehdi Riazi
Publication site: Scopus
Year of Publication: 2020

Objectives of the Study: The purpose of this study is to investigate students' corrective feedback
beliefs in a broader range of contexts, as well as the impact of the learner's differences on their
preferred corrective feedback form. It will also show the overall relationships between Vietnamese
high school English as a foreign language students' beliefs about oral corrective feedback in
correlation with their learning
Theories involved (Back bone of the study):
 Social constructivism-It is an internationalist program of social ontology that attempts to
elucidate how social things such as social groupings and institutions are produced. It emphasizes
the importance of developing knowledge as a means of comprehending the world, and that these
modes of comprehension are only a fraction of the various ways in which the world may be
comprehended. When one examines the broad range of worldviews that exist, this appears to be
a logical notion, albeit a little was more difficult to implement.
 The Sociocultural Theory of Cognitive Development—an emerging theory in psychology that
examines the significant contributions that society makes to cognitive development—is defined
as follows: The relationship between developing individuals and the society in which they
inhabit is emphasized by this school of thought. The sociocultural theory also indicates that
human learning is primarily a social activity, which is supported by research.
 Behavioralism is a psychological paradigm that holds that human or animal psychology may be
objectively understood via the observation of actions and behaviors. This branch of research
arose as a reaction to nineteenth-century psychology, which examined human and animal
psychology via self-examination of one's ideas and feelings.
Discussion of theories in relation to the study:
As a starting point for understanding the implications and consequences of oral feedback on a
young adult group of learners in terms of their pleasure and positive change in behavior, the ideas and
concepts presented below will serve as the guiding principles in an attempt to provide a comprehensive
review of the study. Furthermore, the theories listed below will provide additional support for the study's
goal of establishing a relationship between oral feedback and the various perceived ideas and beliefs of
students, as well as their relationship with their teachers and the students' perceived satisfaction with the
course.
The study of behaviorism focuses on the observable behavior of students, which may be
controlled via the use of external cues such as praise and punishment delivered orally. In small stages,
teachers commonly assist students throughout the curriculum, and pupils are asked to repeat back to them
what the teachers have informed them. This demonstrates that feedback mechanisms in behaviorism are
clear and linear, and that feedback is given and delivered as a result of this in order to achieve a desirable
end and good behavioral change.
Human intents and potential are highlighted in social cultural theory, as well as how these
may be developed in one's own character. The Dialogue that the educator utilized in between instructors
and students to enhance learning was one of the key concepts that supported this theory, which is also
Research Digest 4 (High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation
and extraversion)
known as the zone of proximal development. According to the idea, learners are encouraged to begin the
feedback processes at an early stage, before behavior has taken shape. Furthermore, it is stated in the
theory that feedback must also be used to direct learners to the zone of proximal growth where desired
results may be attained, among other things.
Social constructivism, on the other hand, is concerned with the ways in which learners are
actively involved in the construction of their understanding. The establishment of a starting point for
learning and the de-contextualization of heuristics must take place prior to the introduction of new
knowledge. Teachers lead this process, resulting in the formation of constructive learning processes in
which students are given the opportunity to cooperate with their educators in the formation of appropriate
learning behaviors. In order for learners to learn in a continuous manner, the feedback process must begin
with them at the starting stage and continue with numerous peers and teachers throughout their learning
journey.
Findings:
The findings show that English as a first language students in Vietnam were enthusiastic about
receiving corrective feedback and that they wished to get corrective feedback in both input-providing
and output-prompting forms as a result of the findings. An intentional need for correction and
metalinguistic feedback was shown by this desire for feedback. Additionally, the study attempted to
investigate some relationships between students' corrective feedback beliefs and their gender, self-rated
extraversion, and English learning motivation, and the statistical analyses revealed some interesting
findings, including the fact that extraversion and motivation are important predictors of corrective
feedback beliefs among students. Also highlighted is that regardless of the sort of error displayed,
students still desire to be supplied with remedial feedback to rectify so that they may discern between
global faults and mistakes on which they have made a blundered judgment call. Although there are still
a small number of students who commented that corrective strategies were a major source of anxiety
and embarrassment, it has been suggested that English as a First language teachers should be extremely
concerned about students' "affective responses to some explicit CF types, to inform decisions that result
in better outcomes for all concerns.
Implications to Educational Management:
Given the significance of constructive feedback on a student's comprehension and
acquisition of the English language, educators must offer students a hands-on approach to mentoring
and coaching for them to be successful. Students should be taught and guided to achieve their
optimum professional growth in a friendly constructivist environment, which is why schools should
provide such an environment for them. It is recommended that regular feedback be offered inside the
programs, either through good mentorship or peer coaching programs, and that the input is explicit,
clear, and unbiased in nature. Additionally, children should be given the chance to participate in
discourse and should be treated with respect and encouragement. It should be avoided that
instructors just receive good feedback; instead, they want constructive criticism that helps them to
progress in their learning experiences. Moreover, instructors might profit from these kinds of
experiences and apply the rules they learn in their classrooms while providing feedback to their
students. Finally, it is critical that when feedback is offered on errors, the feedback elaborates,
explains, and justifies the errors, and that the feedback motivates the learners to actively participate
in fixing the faults.