on the relationship between iranian efl learners conceptions of feedback and their achievement emotions

In a teaching-learning process, a teacher interacts with his/her students. this interaction may be manifested among others by giving affective feedback to the students’ correct utterances. this study investigated the correlation between conception of feedback and the students achievement emotions. therefore, in a mixed-method design study, the researcher, in the quantitative phase, selected 100 iranian efl learners and in a kind of correlational-based design distributed both questionnaires of student conceptions of feedback inventory achievement emotions questionnaire besides, in the qualitative phase of the study, the researcher interviewed the iranian efl learners attitudes towards feedback and their achievement emotions. the findings revealed that there is a significant and positive correlation between the students conception of feedback and their achievement emotions. moreover, in the qualitative phase, the interviewees reported that conception of feedback bestowed the students’ positive learning experience, improved their learning and upgraded their language skills and more significantly helped them devoid of fossilization. therefore, it s implied that the findings of the current study and the like can be regarded as published and empirical documents for the policy makers in order to pay considerable attention to the conception of feedback in process of learning and material developments.