What question did this study set out to answer?

To explore the relationship between gender, class composition, and emotional responses to oral corrective feedback among adolescent EFL learners.

December 21, 2025

Navigating the Maze of Emotions: A Deep Dive into Teenage EFL Learners’ Sentiments Toward Oral Corrective Feedback

Puntos clave

To explore the relationship between gender, class composition, and emotional responses to oral corrective feedback among adolescent EFL learners.
Administered a 32-item questionnaire to 211 EFL learners (152 females and 59 males).
Analyzed data using descriptive statistics and the Wilcoxon signed rank test.
Compared feedback preferences in mixed-gender and same-gender class settings.
Students in same-gender classes requested oral corrective feedback more frequently.
Learners in same-gender settings reported greater emotional comfort compared to mixed-gender classes.
Mixed-gender classes were associated with increased anxiety, affecting feedback preferences.

Resumen

This study investigates differences in English as a Foreign Language (EFL) learners’ preferences for oral corrective feedback (OCF) between adolescent boys and girls in mixed-gender (MGC) and same-gender classes (SGC), with particular attention to the emotional dimensions of classroom interaction. While prior research has examined various factors influencing OCF preferences, this is the first to explore how gender and class composition intersect with learners’ emotional experiences, such as anxiety. A 32-item questionnaire was administered to 211 participants (152 females and 59 males). Data analysis using descriptive statistics and the Wilcoxon signed rank test indicated that students in SGC requested OCF more frequently and reported greater emotional comfort than those in MGC. In contrast, MGC settings were associated with heightened anxiety, which appeared to influence feedback preferences. These results highlight the importance for EFL teachers to consider both cognitive and affective factors, particularly emotional responses shaped by gender dynamics and classroom context, when delivering OCF to support more effective and emotionally responsive language learning environments

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Cite This Study

Rousta et al. (Sat,) studied this question.

synapsesocial.com/papers/69473b64db9c958d0dfca7d2 https://doi.org/https://doi.org/10.29333/iji.2026.19128a

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