Towards Humanizing Language Teaching: Error Treatment and EFL Learners’ Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement
This study elucidated how humanistic teaching as manifested in teachers’ error correction influences EFL learners’ engagement, motivation, and language achievement. the present study was carried out in a language Institute in Mashhad, Iran. The population comprised 42 advanced female learners. To...
Main Authors: | , , |
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Format: | Article |
Language: | English |
Published: |
Urmia University
2020-01-01
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Series: | Iranian Journal of Language Teaching Research |
Subjects: | |
Online Access: | http://ijltr.urmia.ac.ir/article_120811_be6ea78bf36ea11829c2d286627647b0.pdf |
Summary: | This study elucidated how humanistic teaching as manifested in teachers’ error correction influences EFL learners’
engagement, motivation, and language achievement. the present study was carried out in a language Institute in
Mashhad, Iran. The population comprised 42 advanced female learners. To investigate how error treatment will
affect EFL learners’ engagement, intrinsic motivation and language achievement, a mixed-methods design
incorporating both quantitative (experimental design) and qualitative (interview & observation) methods
(QUANqual) was employed. The participants were divided into control and experimental groups. Speaking errors
of the participants of the experimental group were corrected by three methods of corrective feedback including
peer-correction, elicitation, and repetition, whereas, speaking errors of the participants of control group were
directly corrected by the teacher. To measure the intrinsic motivation, the MSLQ questionnaire (Pintrich, et al., 1991)
was employed. Students’ engagement was determined through Tool-school engagement scale, which was assesses
behavioral, emotional, and cognitive aspects of academic engagement (Fredericks, Blumenfeld, Friedel, & Paris,
2005). A Babel test was utilized to assess language proficiency. To examine the effect of corrective feedback on
intrinsic interest, an independent samples t-test was run. The results substantiated the efficiency of corrective
feedback in enhancing intrinsic motivation. A one-way between-groups multivariate analysis of variance (MANOVA)
was utilized to investigate the role of corrective feedback in Cognitive, Behavioral, and Emotional Engagement. It was
revealed that all three types of engagement were influenced and the highest difference was observed in Emotional
engagement and the lowest difference was obtained for Behavioral engagement. Regarding language achievement,
the results implied that corrective feedback utilized in the experimental group resulted in higher language
achievement. Twenty-five percent of the whole participants were interviewed after the term. The findings analyzed
via MAXQDA software were in line with the results of the quantitative phase. |
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ISSN: | 2322-1291 2322-1291 |