Preferences for interactional feedback: differences between learners and teachers

Abstract

The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners at three different proficiency levels and by 25 EFL teachers. The teachers' views were explored further through semi-structured interviews. The results confirmed that more proficient learners tended to favor more elicitative types of feedback that required self-correction. Despite stronger support for teacher-led feedback, learners at all levels were in general positive about peer feedback. This contrasted with their teachers' more cautious attitudes to peer feedback and immediate feedback on errors. The teachers' attitudes seemed to be based on undue concern about the negative feelings students might experience as a result of such feedback. Given this mismatch between the teachers and learners' views, the study concludes by emphasising the importance of consulting students on their beliefs in order to offer the widest possible range of learning opportunities.