Document Type : research paper


1 Allameh Mohaddes Nouri University, Nour, Mazandaran, Iran

2 Faculty member, Islamic Azad University, Qaemshahr, Mazandaran, Iran


There seems to be a link between the type of corrective feedback students receive in the classroom and their personality styles. The current study investigated the effect of peer corrective feedback on the reading comprehension of extroverted and introverted Iranian elementary L2 learners. At first, a Quick Oxford Placement Test (QOPT) was used to select thirty-three elementary EFL students as participants. Then, based on their responses to the Persian translation of the Eysenck Personality Inventory (EPI) questionnaire, the participants were classified as extroverted and introverted learners. The participants were also divided into two groups; peer corrective feedback–extroverted learners and peer corrective feedback–introverted learners. In terms of the quantitative part of the study, a pre-test (a reading comprehension test), eight treatment sessions (peer corrective feedback sessions), and a post-test (the same as the pre-test) were administered in reading comprehension classes over the course of a semester. As the qualitative part of the study, there was an interview session to assess the participants’ attitudes towards the provision of peer corrective feedback. The quantitative data analysis results revealed that both groups benefited from the intervention. Although there was no statistically significant difference between the groups, introverted students outperformed extroverted ones. The findings of the qualitative data analysis revealed that the majority of the participants agreed with the provision of peer corrective feedback in reading comprehension classes. According to the study’s findings, using peer corrective feedback in reading comprehension courses improved both extroverted and introverted L2 learners’ reading comprehension.


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