Assessing motivation to speak (MTS) and willingness to communicate through metalinguistic corrective feedback

Abstract

The positive contribution of corrective feedback in language instruction seems undeniable for the numerous research studies conducted in language teaching. This study aimed to investigate the effect of oral metalinguistic corrective feedback on EFL learners’ motivation to speak (MTS) and willingness to communicate in an Iranian second language learning context. The participants of the study were assigned to two groups: one experimental and one control. The experimental group received twenty hours of instruction and metalinguistic corrective feedback, while the control group received twenty hours of instruction with only traditional way of correction. Afterwards, the questionnaires of motivation to speak and willingness to communicate, which were administered before the treatment, were re-administered (post-administration) to detect whether metalinguistic corrective feedback can have any statistically significant bearing on motivation to speak and willingness to communicate of language learners. The results showed statistically significant effects of metalinguistic corrective feedback on both motivation to speak and willingness to communicate in the experimental groups.