Learners’ Beliefs about Corrective Feedback Regarding their English Language Self-Efficacy Level in General English Language Classes

This study examined the differences in the learners’ beliefs about receiving Corrective Feedback (CF) considering their English Self-Efficacy (SE). A group of one hundred Persian first year medicine students from ZAUMS University in Zahedan, Iran, participated in this study. Two questionnaires of 1) English Language SE with four sections (Listening, Speaking, Reading, and Writing), and 2) Corrective Feedback questionnaire investigating necessity, frequency, and timing of CF, types of errors, types of CF, and choice of correctors were distributed among the students. The results indicated that there was a moderate, negative correlation between the necessity of CF and Listening/ Writing SE among females while among males, a moderate negative correlation detected in the choice of correctors and Listening SE. Moreover, the comparison of groups regarding gender revealed that there are differences between learners beliefs about the provision of CF, while no significant difference was found between learners language SE regarding gender. So to have a more effective teaching, a teacher should be aware of countless unpredictable variables involved in the process of his career. Even though it seems impossible to predict and manage all the variables, it is advisable to be informed of such elements to get informed decisions

Keywords:

Corrective Feedback , Language Self-Efficacy , Gender