Investigating the relationship between EFL learners’ attitudes towards oral corrective feedback and their motivation to speak
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Date
2020
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Oum-El-Bouaghi
Abstract
Speaking English is doubtless essential nowadays since it is a globally recognized language in
almost all fields. Thus, if we want EFL learners to be fluent and good at speaking, we should
first motivate them, and we believe that students will be motivated to speak through
interaction; so, we focused on the oral corrective feedback. Several researchers suggested
many variables that can be a potential solution to the issue at hand. This research sheds the
light on oral corrective feedback (OCF) as a form of classroom interaction and investigates its
relationship with the learners' motivation to speak. To this end, a correlational design was
employed to examine our research hypothesis, which claims that there is a positive
relationship between learners' attitudes towards oral corrective feedback and their motivation
to speak. The sample of the study consists of 50 students at their second year, from the
department of English at Larbi Ben M'hidi University. An Attitude Questionnaire and an
Attitude/Motivation Test Battery (AMTB) were administered to the subjects being targeted.
After gathering the data, SPSS was used as software to analyze them. The results reveal that
there is a weak positive relationship between learners' attitudes towards oral corrective
feedback and their motivation to speak. By way of explanation, when teachers give their
feedback, students will be motivated to speak. Therefore, the first research hypothesis was
confirmed. The two other research hypotheses were not approved. The research ends up with
some pedagogical implications for EFL learners and teachers to flourish and evolve in their
learning /teaching process, as well as pointing out the limitations encountered during the
completion of this work.
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Keywords
Speaking, Motivation, Oral corrective feedback