Advertisement

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

  • Cirine Zouaidi
  • Tarek Hermessi
Chapter

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.

Keywords

Corrective feedback Intrinsic motivation Classroom behavior Teachers’ motivational practices Path analysis 

References

  1. Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483.  https://doi.org/10.2307/328585.CrossRefGoogle Scholar
  2. Askildson, V. (2008). How learners’ affective variables impact their perception of recasts in the acquisition of grammatical gender in L2 French. Arizona Working Papers in Second Language Acquisition and Teaching, 15, 1–35.Google Scholar
  3. Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.CrossRefGoogle Scholar
  4. Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183.CrossRefGoogle Scholar
  5. DeKeyser, R. (1993). The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 501–514.  https://doi.org/10.2307/329675.CrossRefGoogle Scholar
  6. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273–284.CrossRefGoogle Scholar
  7. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  8. Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3–18.Google Scholar
  9. Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(3), 339–368.  https://doi.org/10.1017/S0272263106060141.CrossRefGoogle Scholar
  10. Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600.  https://doi.org/10.1017/S027226310606027X.CrossRefGoogle Scholar
  11. Gardner, R. C. (2001). Integrative motivation: Past, present and future. Retrieved from publish.uwo.ca/gardner/docs/GardnerPublicLecture1.pdf.
  12. Guilloteaux, M. J. (2007). Motivating language learners: A classroom-oriented investigation of teacher’s motivational practices and students’ motivation (Doctoral dissertation). University of Nottingham, London.Google Scholar
  13. Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effect of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.  https://doi.org/10.1002/j.1545-7249.2008.tb00207.x.CrossRefGoogle Scholar
  14. Hermessi, T. (2003). Motivation, classroom participation and achievement in the Tunisian EFL context (Doctoral dissertation). Institut Supérieur des Langues de Tunis.Google Scholar
  15. Hu, L., & Bentler, M. P. (1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. American Psychological Association, 3(4), 424–453.  https://doi.org/10.1037/1082-989X/98.
  16. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In C. W. Ritchie & K. T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–454). San Diego, CA: Academic Press.Google Scholar
  17. Lui, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Educational Journal, 6(3), 386–399.Google Scholar
  18. Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399–432.CrossRefGoogle Scholar
  19. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.CrossRefGoogle Scholar
  20. Mouratidis, A., Lens, W., & Vansteekiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomously—Supporting way. Journal of Sport & Exercise Psychology, 32, 619–637.CrossRefGoogle Scholar
  21. Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107–144.  https://doi.org/10.1111/0023-8333.00149.CrossRefGoogle Scholar
  22. Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perception of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, 23–34.CrossRefGoogle Scholar
  23. Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85.CrossRefGoogle Scholar
  24. Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573–595.CrossRefGoogle Scholar
  25. Papi, M., & Abdollahzadeh, E. (2011). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571–594.  https://doi.org/10.1111/j.1467-9922.2011.00632.x.CrossRefGoogle Scholar
  26. Pica, T. (1994). Review article: Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 443, 493–527.  https://doi.org/10.1111/j.1467-9922.2011.00632.x.CrossRefGoogle Scholar
  27. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Boston, MA: Springer.CrossRefGoogle Scholar
  28. Ryan, R., & Deci, E. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.  https://doi.org/10.1006/ceps.1999.1020.CrossRefGoogle Scholar
  29. Ryan, R., & Deci, E. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68–78.  https://doi.org/10.1037/110003-066X.55.1.68.
  30. Vallerand, R. J. (1983). Effects of different amounts of positive verbal feedback on the intrinsic motivation of male hockey players. Journal of Sport Psychology, 5, 100–107.CrossRefGoogle Scholar
  31. Vallerand, R. J., Blais, R. M., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l ‘échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science, 21(3), 323–349.CrossRefGoogle Scholar
  32. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Valliéres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.CrossRefGoogle Scholar
  33. Vallerand, R. J., & Reid, G. (1988). On the relative effects of positive and negative feedback on males’ and females’ intrinsic motivation. Canadian Journal of Behavioural Science, 20, 239–250.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Cirine Zouaidi
    • 1
  • Tarek Hermessi
    • 1
  1. 1.Institut Supérieur des Langues de TunisTunisTunisia

Personalised recommendations