Investigating the impact of learner beliefs and motivation on the uptake and retention of teachers’ corrective feedback

Auteurs-es

  • Malika Ouboumerrad Mohammed V University in Rabat- FLHS

DOI :

https://doi.org/10.34874/PRSM.r2l-v28.44190

Mots-clés :

Corrective feedback, learner factors, uptake, retention, beliefs, motivation

Résumé

The present study is an attempt to examine the role of two learner factors, motivation and beliefs, in predicting uptake and retention of corrective feedback (CF). To this end, a total of (90) high school EFL learners took part in the study and were evenly divided into three groups. To measure uptake and retention, a pretest, an immediate posttest, and a delayed posttest were used. To examine the role of learner factors, the study used an adapted version of Gardner’s (1991) “Attitudes and Motivation Test Battery”. The findings obtained indicate a link between learners’ motivation on the one hand, and the uptake/retention patterns observed among groups on the other. The study also suggested that beliefs had no significant impact on learning gains while learners’ motivation seemed to be a good predictor of the change noticed in learners’ uptake and retention.

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03-11-2023

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