Analysis of the relation between the levels of Foreign Language Anxiety (FLA) in students of 7th grade of basic education to 4th grade of high school and the Oral Corrective Feedback Strategies (OCFS) used in English as a Foreign Language (EFL) classes

Abstract

This research investigates the link between Foreign Language Anxiety (FLA) and Oral Corrective Feedback Strategies (OCFS) in English as a Foreign Language (EFL) classrooms among Chilean students, spanning from 7th grade of basic education to 4th grade of high school. The study was initiated to address the challenge of anxiety in language learning and its impact on students' performance and participation. It aimed to identify corrective feedback methods that can mitigate anxiety while boosting motivation and engagement. A mixed-methods approach was used, combining quantitative data from surveys with qualitative insights from interviews. The research population consisted of 100 students and six teachers from three different Chilean regions. The instruments included the Foreign Language Classroom Anxiety Scale (FLCAS), a questionnaire on corrective feedback, and semi-structured interviews. Data analysis employed paired t-tests, ANOVA, and thematic coding. The findings highlight that metalinguistic feedback and elicitation strategies effectively reduce FLA by promoting self-correction and engagement, while strategies like recasts and clarification requests foster greater classroom participation. However, explicit correction and repetition, though enhancing motivation, can elevate anxiety if not applied thoughtfully. The study concludes that OCFS, when tailored to the individual learner, significantly reduces FLA and enhances motivation. It calls for teacher training focused on creating supportive environments through adaptive feedback methods. The limitations of the study include the small sample size and the challenges posed by the COVID-19 pandemic, which may have influenced the learning environment.