Author(s)

Seyedhamed Sadoughvanini ¹, Waqid Maki Numan ²

Affiliation(s)

¹ Bahar Institute of Higher Education, Mashhad, Iran
² Imam Reza International University, Mashhad, Iran

Corresponding Author

Seyedhamed Sadoughvanini

ABSTRACT

In a teaching-learning process, a teacher interacts with his/her students. This interaction may be manifested among them by giving feedback to the students’ utterances. This study investigated the effect of teacher's provided feedback in speaking class on students' academic buoyancy. Therefore, in a mixed-method design study, the researcher, in the quantitative phase, divided the Iraqi EFL learners into two groups of 30 students. So, one class was managed with teacher interaction process of providing feedback and the other one was managed within no teacher interaction in the process of teaching the oral proficiency to the students.  Besides, in the quantitative phase of the study, the researcher interviewed the Iraqi EFL learners' attitudes towards the impact of teachers' provided feedback on their oral proficiency as well as academic buoyancy.  The findings revealed that there was a significant and positive impact of teachers' feedback on the Iraqi EFL learners' speaking skill and their academic buoyancy revealing that the participants in the experimental group outperformed their counterparts in the control group. Moreover, in the qualitative phase, the interviewees reported that the reinforcements and positive corrective feedbacks led to the students' positive learning experience helping them improve their speaking ability. Therefore, it is implied that teachers are suggested to encourage students to speak English actively in class and have direct feedback to each individual rather than the whole class.

KEYWORDS

Academic buoyancy, corrective feedback, Iraqi EFL learners' speaking proficiency, teachers' provided feedback

CITE THIS PAPER

Seyedhamed Sadoughvanini, Waqid Maki Numan, The Effect of Iraqi EFL Teachers' Feedback on Iraqi EFL Learners' Speaking Skill and Academic Buoyancy. Applied & Educational Psychology (2023) Vol. 4: 1-10. DOI: http://dx.doi.org/10.23977/appep.2023.040701.

REFERENCES

[1] Abdul Razak, N., Saeed, M., & Ahmad, Z. (2013). Adopting Social Networking Sites (Snss) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges. English Language Teaching, 6(11), 187–198. http://doi.org/10.5539/elt.v6n11p187. 
[2] Brown, H. D. (2001). Teaching by Principles. New York: Wendy Wolf.
[3] Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.
[4] Butler, A. (2007). The effect of type and timing of feedback on learning from multiple-choice Tests. Journal of Experimental Psychology: applied linguistic, 13(4), 273-281. Doi: 10.1037/1076-898X.13.4.273
[5] Chu, R. (2011). Effects of Teacher’s Corrective Feedback on Accuracy in the Oral English of English-Majors College Students. Theory and Practice in Language Studies, 1(5), 454-459. Retrieved from http://ojs. academypublisher.com/index.php/tpls/article/ view/4691 doi:10.4304/tpls.1.5.454-459
[6] Collie, R. J., Martin, A. J., Malmberg, L. E., Hall, J., Ginns, P. (2015). Academic buoyancy, student’s achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85, 113–130. doi:10.1111/bjep.1206.
[7] Ellis, R. (1988). Classroom second language development. Englewood Cliffs: Prentice Hall Inc.
[8] Fraser, H. (2002). Change, challenge and opportunity in pronunciation and oral communication. Plenary Address at English Australia Conference, Canberra, October 2002. Retrieved from http://www.personal.une.edu.au/ ~hfraser/ documents/ HFChangeChallengeOpp.pdf (September 14, 2011). 
[9] Gagne, M, R. (1961). The Condition of Learning. Englewood Cliffs: Prentice Hall Inc.
[10] Garmezy, N. (1981). Children under stress: Perspectives on antecedents and correlates of vulnerability and resistance to psychopathology. In A. I. Rabin, J. Aronoff, A. Barclay, & R. A. Zucker (Eds.), further explorations in personality (pp. 196-269). New York: Wiley.
[11] Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). Academic buoyancy in higher education: Developing sustainability in language learning through encouraging buoyant EFL students. Journal of Applied Research in Higher Education, 11(2), pp. 162-177.
[12] Kauchak, D, Eggen, D.P. (1989). Learning and Teaching Based Method. Boston: Allyn and Bacon Inc.
[13] Kazem, R. (2005). The effect of teachers’ feedback on the students’ ability to self-edit in L2 Writing Classes-by Rola Ali Kazem. Retrieved from http://scholarworks.aub.edu.lb/handle/10938/6825.
[14] Martin, A. J., & Marsh, H. W. (2008). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–281.
[15] Martin, A. J., (2010). The Motivation and Engagement Scale (10th Edition). Sydney: Lifelong Achievement Group.
[16] Pan, Y. (2010). The effect of teacher error feedback on the accuracy of EFL student writing. TEFLIN Journal, 21(1), 57-77. Retrieved from http://www.journal.teflin.org/index.php/journal/article/view/33.
[17] Pinter, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
[18] Sheen, Y. H., (2010). Differntial Effects of Oral and Written Feedback in the ESL Classroom. Studies in second Language Acquisition. 32 (02): 203-234. DOI: 10.1017/S0272263109990507.
[19] Weiner, B. (1990). History of motivational research in education. Journal of Education psychology, 82(4), 616-622.
[20] Bootorabi F., Haapasalo J., Smith E., Haapasalo H. and Parkkila S. (2011) Carbonic Anhydrase VII—A Potential Prognostic Marker in Gliomas. Health, 3, 6-12.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education