文章基本信息

标题：Exploring Iranian EFL Teachers’ Perception and Practice of Corrective Feedback in Light of Emotional Intelligence
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作者：Ehsan Narimani Vahedi ; Mahnaz Saeidi ; Nasrin Hadidi Tamjid 等
期刊名称：Journal of Language Horizons
印刷版ISSN：2588-350X
电子版ISSN：2588-5634
出版年度：2019
卷号：2
期号：2
页码：31-50
DOI：10.22051/lghor.2019.25599.1111
语种：English
出版社：Alzahra University
摘要：Although there has been a plethora of research endeavors investigating emotional intelligence (EI) and corrective feedback (CF) in language learning, the role of the EI in the CF is yet to be settled. This mixed-methods study was hence an attempt to bridge this gap by exploring the role of EI in the perception and practice of CF by EFL teachers. For this purpose, 12 teachers participated in this study. EI was measured via Bar-On EQ-i; CF perception was elicited through a semi-structured interview; and CF practice in the classroom was examined through an observation checklist. The results of the qualitative and quantitative data analyses indicated that both high- and low-EI teachers preferred teacher-correction compared to self-correction or peer-correction; however, the type of CF varied according to their EI. Whereas high-EI teachers favored elicitation, repetition, self-correction, recast, clarification request, and peer-correction, low-EI teachers appreciated explicit correction, recast, metalinguistic feedback, and denial CF types. Furthermore, high-EI teachers’ perceptions corresponded to their practice in implementing all CF types, while only the metalinguistic feedback was in harmony between perception and practice in low-EI teachers. The findings are discussed in light of the importance of EI in implementing CF.