Corrective Feedback Preferences in Learning English as a Foreign Language: Providing a Validated and New Scale

Abstract

The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks (CFs). To this end, both male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire was designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented.