Influence of Teachers' Feedback Discourses on EFL Learners' Academic Self-Concept, Attributions, L2 Speaking, Class Performance, and L2 Achievement: Confirmatory Feedback in Focus

Abstract

This study aimed at investigating the influence of confirmatory vs. corrective feedback on English as a foreign language (EFL) learners' academic self-concept, attributions, second language (L2) speaking, class performance, and English achievement. To this end, two intact classes of female elementary EFL learners from a language learning institution in Isfahan, Iran were selected. They were asked to complete Myself-As-a-Learner Scale (MALS) and Attributions Scale (AS) to measure their self-concept and attributions prior to receiving any treatments. Then one of the classes received corrective feedback on their errors and the other one received confirmatory feedback on their correct use of English. At the end of the study, they were given the institute's achievement test, which was composed of 100 multiple choice items on listening, grammar, vocabulary, and reading. They were also asked to self-rate their L2 speaking as well as to complete MALS and AS again. Results revealed that teachers' corrective discourses have the potential to influence EFL learners' academic self-concept, attributions, and language attainment. Implications are discussed, and avenues for future research are outlined.