Abstract
Although foreign language enjoyment (FLE) can foster foreign language (FL) learning, FLE resulting from effective pedagogical approaches remains understudied. This study explored whether oral corrective feedback (OCF) can stimulate fluctuations in FLE. The study examined whether foreign language achievement (FLA) improves because of OCF. Sixty-five international postgraduate students were randomly assigned to the experimental and control groups. A modified version of the Foreign Language Enjoyment Scale was used to measure the FLE levels of learners of Chinese as a foreign language. Results revealed that participants’ FLE and FLA in the experimental group increased compared with that of the control group. Semi-structured interview results suggested that teachers’ explicit correction and recasts with metalinguistic feedback increased FLE in learners and facilitated their FLA. Finally, pedagogical implications for FL education and future research orientations were discussed.
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