An Investigation into Language Learners’ L2WTC by Casting a New Look at Feedback Through the Lenses of Life-Responsive Approach to Language Teaching

Given that communication is the ultimate goal of language classes and that humanistic psychology esteems education as a means of improving the quality of life, in this study, we intended to juxtapose the two views, coining a new form of feedback, called life feedback , to address the extent to which...

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Veröffentlicht in:English Teaching and Learning 2019-12, Vol.43 (4), p.337-351
Hauptverfasser: Jajarmi, Haniyeh, Farani, Sahar Tabatabaee, Shayesteh, Shaghayegh
Format: Artikel
Sprache:eng
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Zusammenfassung:Given that communication is the ultimate goal of language classes and that humanistic psychology esteems education as a means of improving the quality of life, in this study, we intended to juxtapose the two views, coining a new form of feedback, called life feedback , to address the extent to which the proposed feedback is able to raise willingness to communicate (WTC) in language learners. In so doing, 20 language teachers along with their 324 students took part in the study. Adopting a mixed-methods approach, in the qualitative phase, we observed 30 minutes of discussion in the language classes. Based on the type of feedback (i.e., life or linguistic) the teachers gave to their learners, we categorized them into life teachers and linguistic teachers. As for the quantitative phase, WTC questionnaire was administered to the learners. To analyze the data, an independent-samples t test was run. The overall results indicated that the teachers who mainly provided their learners with life feedback, in comparison with those who made more use of linguistic feedback, could better foster learners’ WTC. The concept was discussed and implications were provided for the language education context.
ISSN:1023-7267
2522-8560
DOI:10.1007/s42321-019-00031-4