efl learners’ language mindsets and their beliefs about oral corrective feedback

This study examines how learners’ language mindsets (implicit theories of intelligence) predict their preferences for oral corrective feedback (ocf). the differences were sought considering some components of ocf including necessity, frequency, timing, types, choice of correctors, and error types. a cohort of 143 iranian efl learners participated in the study. the participants were assigned to groups of fixed mindset (n = 26) and growth mindset (n = 26) based on their scores on language mindset inventory (lmi) scale. data obtained from the questionnaires revealed that there were significant differences between the two groups in their beliefs toward ocf frequency, types of errors, some feedback types, their preferred correctors, and receiving ‘ocf at the conclusion of class”. there were also some non-significant differences between the two groups in their beliefs about ocf. all in all, the results indicate that language mindset has a significant role in efl learners’ beliefs about ocf. pedagogical implications for considering learners’ language mindset in providing ocf are also discussed.