How Learners' Diversity Influences Their Reactions toward Affirmative Feedback from Their Teacher

Abstract

There are two types of affirmative feedback a teacher gives when learners' production in a classroom is correct: acknowledging a correct answer and praise. This study is a case study which attempts to investigate how learners' diversity (their grade within their classroom and their learning styles) influences their reactions toward affirmative feedback from their teacher. It became clear that while learners' grade does not influence their reactions, their learning styles do: Accommodators, who solve problems in an intuitive trial and error manner relying on other people for information rather than on their own analytic ability, tend to seek for teacher's acknowledging a correct answer but do not prefer being 'praised' compared to learners of other categories.