An Exploration Of The Relationship Between Non-English Major College Students’ Preferences For Corrective Feedback In English Classroom And Their Self-Regulated Learning Abilities

In recent years,corrective feedback has become a hot issue in the interaction study of second language acquisition.There are many studies on corrective feedback,but few studied corrective feedback based on students’ needs and preferences.On the other hand,students’ self-regulated learning ability is considered as a criterion for judging whether students can learn independently and conduct a lifelong learning.Some studies show that feedback can promote students’ self-regulated learning ability,including corrective feedback.But few studies focus on the relationship between students’ corrective feedback preferences and their self-regulated learning abilities.The study of their relationship is significant to practical teaching.Corrective feedback that can be accepted by students but also promote their self-regulated learning ability is the most effective.The purpose of this study is to investigate non-English major students’preferences for corrective feedback in English classroom and whether students’preferences are related to students’ self-regulated learning abilities.Based on the questionnaire survey method,340 non-English major college students in a university of Jiangxi province were investigated.Interview was also used as a supplementary tool.In order to make clear implications for teachers,we also focused on the corrective feedback preferences of students with high self-regulated learning abilities and low self-regulated learning abilities.By analyzing the data,we have found that non-English major students generally have a high degree of preference for corrective feedback in English classroom,but their self-regulated learning abilities are not high.The correlation analysis also points out that students’ preferences for corrective feedback are positively related to the self-regulated learning abilities of the students.The results also show that students’most preferred corrective feedback are elicitation and explicit correction,not the most frequently used recast in the classroom.Students with strong self-regulated learning abilities also prefer to elicitation and explicit correctionThe results of this study have important implications for practical teaching.Firstly,teachers should focus on improving self-regulated learning abilities of non-English major students.Secondly,teachers should increase the use of corrective feedback based on the information of students’ preferences,so as to promote students’self-regulated learning ability.Finally,Teachers should give students enough time and opportunity to reflect and correct.If the class time is not enough,Teachers can use explicit correction,but they should take students’ self-esteem and feelings into consideration.