Affective Damage to Oral Corrective Feedback among Students in Libyan Secondary Schools

Abstract

This study was carried to investigate how the learners in EFL classes emotionally react to the corrective feedback process in classroom settings and how it can affect their motivation towards the target language. For collecting the data a questionnaire was designed with ten questions and distributed among the students studying at secondary schools in Misurata, Libya. Responses to 110 valid questionnaires were analyzed. This paper first reviews the controversial role of corrective feedback in SL classrooms. Then the findings are reported and discussed. The findings show that affective damage is caused to the students, in different ways, in EFL classrooms, during the corrective feedback process. It has also found evidence that oral corrective feedback can affect the attitudes of the learners in a negative way. This paper highlights this negative aspect of the corrective feedback.