The Psychological Factor that Effect Language Learning. Teacher Written Feedback and Students’ Reactions

Abstract

This study intends to investigate the effects of the implementation feedback has on learners’ performance, and how it can influence their psychological aspect. To answer the following research questions, to what extant the feedback provided by the teacher is useful or useless, and to what extant learners are aware of the importance of feedback, the hypotheses were suggested, that using coded feedback on learners’ writings has a positive effect on their improvement. To test these hypotheses, the researcher did some field investigation. The respondents were second year students in the Department of English at the University of Mostaganem. The sample is made of 20 teachers and 20 students of English. Collected data through a teacher and student’s questionnaires in which they were asked to give their own opinions about teacher written feedback and using correction symbols, the data of the questionnaire were analyzed by qualitative and quantitative methods aiming at find out correct results. The results show that feedback is very helpful and useful, it effects the learner’s psychology positively and help them develop their writing skill, so use of the correction symbols is partially effective in eliciting an improvement of the experimental students in their writing. The results also show that, the effectiveness of correction symbols can enhance students’ self-correction to avoid doing same mistakes over time, thus suggestion that correction feedback is suitable to be implemented the Algerian EFL context for the aim of help both teachers and students.