TY  - JOUR
T1  - Learner’s Beliefs about Corrective Feedback Regarding their English
Language Self-Efficacy Level
AU - Atashpanjeh, Ali Reza 
JO  - The Social Sciences
VL  - 12
IS  - 3
SP  - 549
EP  - 554
PY  - 2017
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2017.549.554
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2017.549.554
KW  - Corrective feedback
KW  -language self-efficacy
KW  -gender
KW  -career
KW  -informed
AB  - This study examined the differences in the learner’s beliefs about receiving Corrective Feedback (CF)
considering their English Self-Efficacy (SE). A group of one hundred Persian first year medicine students from
ZAUMS University in Zahedan, Iran, participated in this study. Two questionnaires of English language SE
with four sections (listening, speaking, reading and writing) and corrective feedback questionnaire investigating
necessity, frequency and timing of CF, types of errors, types of CF and choice of correctors were distributed
among the students. The results indicated that there was a moderate, negative correlation between the
necessity of CF and listening/writing SE among females while among males, a moderate negative correlation
detected in the choice of correctors and listening SE. Moreover, the comparison of groups regarding gender
revealed that there are differences between learner’s beliefs about the provision of CF while no significant
difference was found between learner’s language SE regarding gender. So, to have a more effective teaching,
a teacher should be aware of countless unpredictable variables involved in the process of his career. Even
though it seems impossible to predict and manage all the variables, it is advisable to be informed of such
elements to get informed decisions.
ER  -