Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/9568
Title: Investigating the relationship between EFL learners’ attitudes towards oral corrective feedback and their motivation to speak
Other Titles: the case of second year students at the english department of Larbi Ben M’hidi University, Oum El Bouaghi
Authors: Bouaziz, Rania
Bechoua, Soraya
Keywords: Speaking
Motivation
Oral corrective feedback
Issue Date: 2020
Publisher: 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.
URI: http://hdl.handle.net/123456789/9568
Appears in Collections:قسم اللغة الإنجليزية

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