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The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education


Amiryousefi, Mohammad; Geld, Renata
The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education // Innovation in Language Learning and Teaching, 13 (2019), 3; 1-14 doi:10.1080/17501229.2019.1654482 (međunarodna recenzija, članak, znanstveni)


Naslov
The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education

Autori
Amiryousefi, Mohammad ; Geld, Renata

Izvornik
Innovation in Language Learning and Teaching (1750-1229) 13 (2019), 3; 1-14

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Face wants, face threat mitigation, state motivation, motivation to process instructional materials, ideal L2 self

Sažetak
This study examined the influence of teachers’ use of face threat mitigation (FTM) strategies on English as a foreign language (EFL) learners’ state motivation, motivation to process instructional materials, vision of their ideal L2 self, and L2 achievement in a distance course. To this end, sixty-three EFL learners were assigned into one of the two conditions: high FTM condition and low FTM condition. In the high FTM condition, the teacher buffered the threats to the students’ face needs via the use of FTM tactics. In the low FTM condition, the teacher's interventions were, on the other hand, direct and without any efforts to mitigate the possible threats. The results indicated that teachers’ efforts to positively redress their instructional feedback interventions can positively influence EFL learners’ state motivation and motivation to process instructional materials, can promote their vision of their ideal L2 self, and can contribute to language learning success. The study concluded that the way EFL teachers communicate their feedback interventions is as important as, or even more subtle than the forms and the modality of feedback they select.

Izvorni jezik
Engleski

Znanstvena područja
Filologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb

Autor s matičnim brojem:
Renata Geld, (249824)

Časopis indeksira:


  • Web of Science Core Collection (WoSCC)
    • Emerging Sources Citation Index (ESCI)
  • Scopus


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