The Effect of Teachers' Personality and Corrective Feedback on EFL Learners' Motivation

Abstract

This study intends to shed light on the effect of teachers' personality on Iranian EFL learners' motivation. For this purpose, two different groups were asked to take part in the present study: Group one (15 male and 30 female teachers) and group two (115 male and 183 female students). Three instruments were used to collect data; big five factor inventory for both group participants. Teachers’ questionnaire is regarding Corrective feedback and Students' questionnaire regarding feedback.  This study was conducted in three phases. Big five factor inventory were administered for both groups in the first section. In the second phase, both groups were given CF test to present their attitudes and opinions regarding corrective feedback. The last phase of this process was observation of the CF questionnaires of both teachers and learners and comparing their answers with the real results in the Institutes. To ascertain the relationship between teachers' personality and corrective feedback, a correlation analysis was used. The analysis revealed that there was a negative relationship between Neuroticism and Corrective feedback at the 0.05 level of significant (P value) in both participants' groups. This means that higher Neuroticism is associated with the lower Corrective feedback. Consequently, the observation indicated that, some specific personality can lead to improvement in learning.