The Role of Redressing Teachers' Instructional Feedback Interventions in EFL Learners' Motivation and Achievement in Distance Education

Autor/inn/en	Amiryousefi, Mohammad; Geld, Renata
Titel	The Role of Redressing Teachers' Instructional Feedback Interventions in EFL Learners' Motivation and Achievement in Distance Education
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 1, S.13-25 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amiryousefi, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2019.1654482
Schlagwörter	Feedback (Response); Intervention; Second Language Learning; English (Second Language); Student Motivation; Academic Achievement; Distance Education; Self Concept; Teacher Student Relationship; Communication Strategies; Instructional Materials; College Students; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Schulleistung; Distance study; Distance learning; Fernunterricht; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstrategie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Ausland
Abstract	This study examined the influence of teachers' use of face threat mitigation (FTM) strategies on English as a foreign language (EFL) learners' state motivation, motivation to process instructional materials, vision of their ideal L2 self, and L2 achievement in a distance course. To this end, sixty-three EFL learners were assigned into one of the two conditions: high FTM condition and low FTM condition. In the high FTM condition, the teacher buffered the threats to the students' face needs via the use of FTM tactics. In the low FTM condition, the teacher's interventions were, on the other hand, direct and without any efforts to mitigate the possible threats. The results indicated that teachers' efforts to positively redress their instructional feedback interventions can positively influence EFL learners' state motivation and motivation to process instructional materials, can promote their vision of their ideal L2 self, and can contribute to language learning success. The study concluded that the way EFL teachers communicate their feedback interventions is as important as, or even more subtle than the forms and the modality of feedback they select. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01