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English Language Teaching Research in the Middle East and North Africa pp 431–454Cite as

Palgrave Macmillan

The Role of Intrinsic Motivation and Oral Corrective Feedback in the EFL Classroom

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Abstract

Research on oral corrective feedback has been widely investigated in the second/foreign language classroom (L2). This study addressed the relationship between intrinsic motivation (IM), classroom behavior, teachers’ motivational practices, and oral corrective feedback in an EFL formal setting. It was carried out on a sample of 75 undergraduate students of English at ISLT. Data were collected through a motivational questionnaire, interviews, a classroom observation sheet, and tape recorders. Aligned with the self-determination theory (SDT), this study resulted in the development of a motivational classroom model using path analysis. Results revealed that teachers’ motivational practices were positively related to oral corrective feedback as they have a direct positive effect on learners’ classroom behavior. Besides, results indicated that learners’ IM is promoted by implicit oral corrective feedback. These results sustained the importance of a supportive-informative environment that sustains learners’ autonomy.

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Author information

Authors and Affiliations

  1. Institut Supérieur des Langues de Tunis, Tunis, Tunisia

    Cirine Zouaidi & Tarek Hermessi

Authors
  1. Cirine Zouaidi
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  2. Tarek Hermessi
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Editor information

Editors and Affiliations

  1. English Department, Faculty of Human and Social Sciences of Tunis, Tunis, Tunisia

    Sahbi Hidri

Appendices

Appendix A Questionnaire

The following section contains a number of reasons why one might study a second language. Beside each one of the following statements, write the number from the scale which best indicates the degree to which the stated reason corresponds with one of your reasons for leaning a second language. Remember that there is no right or wrong answers, since many people have different opinions.

1

2

3

4

5

Strongly disagree

Disagree

Undecided

Agree

Strongly agree

Statements

1

2

3

4

5

1

I am learning English for the satisfaction I get in knowing new things

     

2

I am learning English, because I feel ashamed if I can’t speak with my English friends

     

3

I am learning English for the pleasure that I have in knowing more about English literature

     

4

I don’t know. I don’t understand what I am doing, studying English

     

5

Honestly, I don’t know. I feel like wasting my time studying English

     

6

I am learning English, because I think it is good for my personal development

     

7

I am learning English because I feel excited when I hear people speak English

     

8

I am learning English because I feel satisfied when I am doing a difficult exercise in English

     

9

I am learning English because I feel that people are looking forward to see me studying English

     

10

I am learning English to show myself that I am a good student because I can speak another language

     

11

I am learning English because I would feel guilty if I didn’t know a foreign language

     

12

I am learning English to have a better salary in the future

     

13

I am learning English because I would like to be a person who is able to speak more than one language

     

14

I am learning English to get a good job in the future

     

15

I am learning English because I like to listen when native English speakers talk in English

     

16

I am learning English because I feel successful in learning English

     

17

I am learning English because I feel good when I am speaking English

     

18

I don’t know why I am studying English, and honestly I don’t care

     

19

I am learning English because I love when I learn a difficult structure and understand it

     

20

I am learning English for the pleasure I experience when I learn about the English culture and their way of life

     

21

I am learning English because I want to be a person who can speak another language

     

Appendix B Interview

Appendix C Observation Scheme

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Zouaidi, C., Hermessi, T. (2019). The Role of Intrinsic Motivation and Oral Corrective Feedback in the EFL Classroom. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_20

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  • DOI: https://doi.org/10.1007/978-3-319-98533-6_20

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-98532-9

  • Online ISBN: 978-3-319-98533-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

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