Corrective Feedback and Personality Type: A Case Study of Iranian L2 Learners

Abstract

The aim of this study was to investigate the impact of explicit and implicit corrective feedback on extrovert and introvert language learners in a writing course. Participants were classified into two groups of explicit corrective feedback and implicit corrective feedback. Based on Myers-Briggs personality questionnaire, participants of each group were divided into extroverts and introverts. Throughout a writing course, the first group was provided with explicit feedback and the second group with implicit feedback. The results of a pretest and a posttest showed that while explicit corrective feedback is more effective for extroverts, indirect implicit feedback produces better results for introverts in writing courses. However, it is suggested that an optimal mixture of positive and negative feedback would be most beneficial in writing courses, particularly for extrovert learners who need external stimuli to be pushed forward.

Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course

“…Meanwhile, when introverted learners receive e-feedback that contains criticism, it is easier for them to experience negative emotion before they accept the feedback. This is to some extent in line with previous findings that introverted learners were less receptive toward and benefited less from explicit corrective e-feedback than their extroverted peers (Banaruee et al, 2017).…”

“…Low psychological safe and poor interpersonal skills may result in negative emotions toward feedback and anxiety (Slof et al, 2016;Frazier et al, 2017). In addition, personality can play a significant role in cooperative learning, since introverted students may have greater difficulty interacting and learning from others (Lee and Lee, 2006;Banaruee et al, 2017). There is evidence that social anxiety is a common phenomenon in education, particularly in cooperative learning activities where peer feedback is required.…”

Learners’ Factors in L2 Reading Comprehension

“…In addition, being aware of the fact that learning styles and their roles might be of an eminent importance for researchers, educators, curriculum designers and even psychologists is beneficial. Banaruee, Khoshsima and Askari (2017) found that the learning style and preference of a learner is as important as the personality traits the learners have, and in language classrooms employ crucial roles, in a way that even the corrective feedback provided must be matched well with these preferences and styles. Furthermore, it is vital for job seekers and students in advanced levels to recognize how learning styles affect their performance on reading in examination.…”