The Relationship between EFL Teachers’ Preferences of Corrective Feedback and Their Attitudes towards Communicative Language Teaching

Ali Zangoei, Ali Derakhshan


Despite a laissez-faire approach to errors nowadays, appropriate corrective feedback makes an educational environment more communicative and effective. The present correlational study sought to scrutinize the relationship between EFL teachers’ preferences of corrective feedback (CF) and their attitudes towards principles of communicative language teaching (CLT). To do so, 108 EFL teachers completed a questionnaire containing three parts, e.g. demographic information, attitudes towards principles of CLT (24 items adopted from Chang, 2011) and CF preferences. Results of Chi Square Test confirmed the relationship between these two variables. It was also found that elicitation and metalinguistic feedback were the most frequently selected types by the participants as well as preferences of those EFL teachers who gained higher scores in CLT attitude scale. The findings can provide pedagogical implications to employ particular types of CFs in English classrooms to pave the ways for effective communication in EFL settings. 



Corrective Feedback (CF); Communicative Language Teaching (CLT); EFL Teachers

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