EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes

Abstract

Abstract This study aimed at examining the differences in high-anxiety and low-anxiety learners' beliefs about corrective feedback (henceforth, CF) when they were made aware of the purpose, significance, and types of CF. The differences were sought with regard to the necessity, frequency, and timing of CF, types of errors, types of CF, and choice of correctors. One hundred and sixty Iranian EFL learners in three language institutes in the centre of Iran participated in the study. The learners were assigned to either a high-anxiety group (N = 80) or a low-anxiety group (N = 80) according to their score on the Foreign Language Classroom Anxiety Scale (FLCAS). Data from FLCAS and CF questionnaires showed that the observed differences between the two groups were not significant. All in all, the results indicated that regardless of their anxiety level both groups had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes when they were made aware of the purpose, significance, and types of CF as suggested by Ellis (2009) . Pedagogical implications for providing CF are also discussed.