A Study On The Correlation Between English Teachers' Personality Type And Their Classroom Corrective Feedback In Junior High Schools

In the past years,experts and professors have carried out many kinds of researches on corrective feedback.Many experts find that some factors affect the choice of corrective feedback,such as teachers' educational background,gender,personality and etc.As an important factor affecting the English teacher's corrective feedback in classes,personality has obtained due attention.However,studies of the correlation between English teachers' personality types and their corrective feedback have not been comprehensive enough.Therefore,this study tries to contribute to the research into this field.This paper explores the correlation between English teachers' personality type and their corrective feedback(including corrective feedback necessity,corrective feedback time,corrective feedback subject and corrective feedback way)in junior high school.So this study attempts to answer the following questions:1)Is there a correlation between English teachers' personality types and their corrective feedback(including corrective feedback necessity,corrective feedback time,corrective feedback subject and corrective feedback way)in junior high school? If yes,what is the correlation?2)Are there any differences between the extroverted and introverted teachers' choices on the four aspects of corrective feedback(including corrective feedback necessity,corrective feedback time,corrective feedback subject and corrective feedback way)? If yes,then3)What are the differences between English teachers with introversion and extroversion in the choices on the four aspects of corrective feedback(including corrective feedback necessity,corrective feedback time,corrective feedback subject and corrective feedback way)?To investigate the correlation between English teachers' personality types and their corrective feedback,the present study adopts both quantitative and qualitative methods to investigate the personality types and the attitudes of corrective feedback of 32 English teachers in junior high school based on Carl Jung's(1921)Personality Theory and Hendrickson's(1978)corrective feedback Theory.Firstly,the researcher makes an investigation on 32 English teachers' personality types through the personality questionnaire devised from Yan Guocai(1992).Next,32 English teachers are selected for the investigation of corrective feedback by the corrective questionnaire devised from Qiu Zhaoqie(1997)again.So,in the quantitative study,data are collected through two questionnaires among 32 English teachers.Meanwhile,all the data collected were analyzed by using SPSS 20.0 in light of descriptive statistics,normality Test and Q-Q plot,correlation analysis,and One-Way ANOVA.In the qualitative study,4 teachers were chosen from the 32 participants.2 teachers were selected from the introverted group;and 2 teachers from the extroverted group.The class observation was also conducted to 4 classes over 3 months.Combined the data and materials from quantitative and qualitative studies,finding of this study are summarized as follows:1)In terms of the correlation between English teachers' personality types and their attitudes on corrective feedback,correlation analysis shows that there is a significant positive correlation between these two variables,and result of ANOVA analysis suggests that introverted teachers tend to agree with statement that students' errors can be ignored in classes,whereas more extroverted teachers agree with statement that students' errors should be corrected in classes.2)In terms of the correlation between English teachers' personality types and their choices in corrective feedback time,correlation analysis shows that there is a medium negative correlation between these two variables,and the result of ANOVA analysis suggests that extroverted teachers correct students' errors faster than introverted teachers.3)In terms of the correlation between English teachers' personality types and their choices in corrective feedback subject,correlation analysis shows that there is a significant positive correlation between these two variables,and the result of ANOVA analysis suggests that more extroverted teachers are more likely to choose students' peers or the class to correct errors,but more introverted teachers tend to correct students' errors by themselves.4)In terms of the correlation between English teachers' personality types and their choices in corrective feedback way,correlation analysis shows that there is a significant positive correlation between these two variables,and result of ANOVA analysis suggests that more introverted teachers use direct ways to correct students' errors,such as explicit,recast and metalinguistic correction,whereas more extroverted teachers use indirect ways to correct students' errors,such as elicitation,repetition and clarification.Based on these results,pedagogical implications and suggestions for English teachers with different personality types in junior high schools are given.