مشخصات پژوهش

عنوان	The Role of Teacher Feedback in Enhancing Learner Self- Efficacy and Motivation in Computer-Assisted Environments
نوع پژوهش	مقاله چاپ‌شده در مجلات علمی
کلیدواژه‌ها	Teacher Feedback, Self Efficacy, Motivation
چکیده	Abstract The purpose of the present study is to investigate how teachers create different proficiency level male and female learners’ motivation and self-efficacy beliefs in vocabulary learning through different corrective feedback types. A total of 130 intermediate to upper-intermediate EFL learners participated in the study, 70 (males=28, females=42) of whom received summative feedback (N=35) and formative feedback (N=35) and the other 60 learners (males=25, females=35) were exposed to norm-referenced (N=30) and self-referenced feedback (N=30) types. The results showed that participants in the self-referenced and formative feedback groups experienced an enhancement in their self-efficacy and motivation compared to the norm-referenced and summative feedback group learners. However, the impact of gender and level of proficiency of the learners on evaluative feedback types was found as non-significant
پژوهشگران	معصومه مهرگان (نفر اول)، داود جعفری سرشت (نفر دوم)