THE CONGRUENCE OF COGNITION AND EMOTION IN ORAL CORRECTIVE FEEDBACK PROVISION: INDONESIAN EFL SETTING
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It is argued that the congruence of students’ and teachers’ beliefs about oral corrective feedback (OCF) enhances the effectiveness of the language learning process and students’ second language (L2) development. Hence, this needs more attention from the language teachers and language specialists. This research examines how much students’ beliefs about OCF correspond teachers’ beliefs in an Indonesian context, particularly regarding the interplay of cognition and emotion in OCF provision. This study was conducted within the paradigm of mixed-methods research. Data were collected via questionnaires, student focus groups and teacher semi-structured interviews. This involved 444 student and 54 teacher questionnaire respondents, 12 student focus group participants and 4 teachers in semi-structured interviews. The findings indicated a consensus among students and teachers that the provision of OCF is intended to develop student L2 cognition, and the employment of delayed feedback should be prioritised considering student emotion. These findings are discussed using the lens of Sociocultural Theory (SCT) to explore the relations between student L2 development of linguistic cognition and emotional wellbeing in OCF provision. Both students and teachers share the same idea about the positive impact of OCF provision if student emotion is taken into consideration. Further pedagogical and research implications are outlined.
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