بررسی ادراک و عملکرد بازخورد اصلاحی معلمان ایرانی زبان انگلیسی باتوجه به هوش هیجانی
Publish place: Journal of Language Horizons، Vol: 2، Issue: 2
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_LGHOR-2-2_002
تاریخ نمایه سازی: 17 مهر 1398
Abstract:
Although there has been a plethora of research endeavors investigating emotional intelligence (EI) and corrective feedback (CF) in language learning, the role of the EI in the CF is yet to be settled. This mixed-methods study was hence an attempt to bridge this gap by exploring the role of EI in the perception and practice of CF by EFL teachers. For this purpose, 12 teachers participated in this study. EI was measured via Bar-On EQ-i; CF perception was elicited through a semi-structured interview; and CF practice in the classroom was examined through an observation checklist. The results of the qualitative and quantitative data analyses indicated that both high- and low-EI teachers preferred teacher-correction compared to self-correction or peer-correction; however, the type of CF varied according to their EI. Whereas high-EI teachers favored elicitation, repetition, self-correction, recast, clarification request, and peer-correction, low-EI teachers appreciated explicit correction, recast, metalinguistic feedback, and denial CF types. Furthermore, high-EI teachers’ perceptions corresponded to their practice in implementing all CF types, while only the metalinguistic feedback was in harmony between perception and practice in low-EI teachers. The findings are discussed in light of the importance of EI in implementing CF.
Keywords:
emotional intelligence , corrective feedback , perception , practice , English as a foreign language
Authors
Ehsan Narimani Vahedi
PhD Candidate, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Mahnaz Saeidi
Associate Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Nasrin Hadidi Tamjid
Assistant Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
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