• ISSN: 2010-3646 (Online)
    • Abbreviated Title: Int. J. Social. Scienc. Humanit.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJSSH
    • Editor-in-Chief: Prof. Paul Sudnik
    • Executive Editor: Ms. Yoyo Y. Zhou
    • Abstracting/ Indexing: Google Scholar, Index Copernicus, Crossref, Electronic Journals Library
    • E-mail: ijssh@ejournal.net
Home> Archive> 2022> Volume 12 Number 4 ( Nov. 2022)
IJSSH 2022 Vol.12(4): 276-282 ISSN: 2010-3646
doi: 10.18178/ijssh.2022.V12.1103

The Effect of Oral Corrective Feedback on Chinese Primary Students’ English Learning Motivation

Zichun Li

Abstract—Oral corrective feedback (OCF) plays a significant role in affecting students’ English learning motivation. However, limited studies were conducted in Chinese classrooms. To address the gap, the current study investigated how OCF influenced Chinese young English learners’ motivation. The participants were 181 students from a Chinese primary school. They were divided into the younger group (98 Grade-three (G3) students) and the older group (84 Grade-five (G5) students). Questionnaires on motivation and OCF were administered first. Ten English lessons (5 for G3 and 5 for G5) were recorded later. Results showed that explicit feedback was more frequent and motivating than implicit feedback. Feedback frequency had no significant correlation with motivation.

Index Terms—China, English learning motivation, oral corrective feedback, young English learners.

F. A. Zichun Li is with the School of Foreign Studies of Minzu University of China, Beijing, China (e-mail: lzc_lily_9@163.com).


Cite: Zichun Li, "The Effect of Oral Corrective Feedback on Chinese Primary Students’ English Learning Motivation," International Journal of Social Science and Humanity vol. 12, no. 4, pp. 276-282, 2022.

Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).


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