Implicit Theories of Intelligence and Corrective Feedback Preferences
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJALS-14-2_008
تاریخ نمایه سازی: 20 فروردین 1402
Abstract:
Considering the facilitative role of corrective feedback in language learning, the impact of learners’ noticing on its effectiveness, and the significant contributions of individual attributes in learners’ noticing the corrective feedback, this study is designed to examine how learners’ implicit theories of intelligence (Mindset), an individual attribute, predict their preferences for oral corrective feedback (henceforth, OCF). A total of ۱۴۳ Iranian EFL learners participated in the study. The participants were assigned to groups of fixed mindset (N=۲۶) and growth mindset (N=۲۶) based on their scores on Language Mindset Inventory (LMI) scale. The data obtained from the questionnaires were analyzed quantitatively. The results indicated that there were significant differences between the fixed-mindset and the growth-mindset groups in their beliefs toward some aspects of OCF. All in all, it can be claimed that language mindset (henceforth, LM) has a significant role in EFL learners’ beliefs about OCF. Pedagogical implications for considering learners’ LM in providing OCF are also discussed.
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Authors
HosseiniZade Samane Saddat
Department of Language and Literature, Yazd University, Yazd, Iran
Ali Mohammad Fazilatfar
Department of Language and Literature, Yazd University, Yazd, Iran
Ali Akbar Jabbari
Department of Language and Literature, Yazd University, Yazd, Iran
Mohammad Javad Rezai
Department of Language and Literature, Yazd University, Yazd, Iran
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