Investigating the effective factors in corrective feedback in English language learners

Identifying the factors affecting the success of language learners in learning a second language has always been part of the concern of teachers and researchers of language learning. The purpose of this study was to investigate the factors affecting corrective feedback in English language learners.

The present study is an applied research in terms of combined method (qualitative-quantitative) with inductive approach and in terms of purpose. The statistical population includes all university teachers and English teachers in Lamerd. In the qualitative part, the sampling method was targeted snowball sampling and 14 of these instructors were selected based on theoretical saturation. In a small part, due to the large number of people in the community; The maximum number of samples was considered based on the Cochran sampling formula (including 384 people) which were selected by available sampling method. The data collection tool in the qualitative part of the interview was semi-structured. In the quantitative part, the researcher-made questionnaire was based on the indicators identified in the qualitative part. The validity of the questionnaire was confirmed using the opinion of professors and its reliability was calculated with Cronbach's alpha equivalent (0.78). To analyze the data, the method of content analysis with Strauss approach (open, axial and selected coding) was used and the analysis of structural relationships of indicators was used.

At the end, the results showed that the structural rules and types of errors, factors related to the teacher, factors related to learners, environmental and educational factors, respectively, were 0.71, 0.87, 0.74 and 0.69. Affects corrective feedback.

According to the results, it is necessary for English language teachers to use the above indicators for positive feedback from learners and the effectiveness of teaching.