The Role of Interlanguage Practices in Feedback Mechanisms: A Case Study with Saudi EFL Learners

Abstract

This study explored the efficacy and role of interlanguage feedback practices to and from EFL learners’ perspective at Qassim University which is a large university with a diverse Arabic speaker learner group. It also gauged the correlation between using interlanguage feedback practise, tolerance of language ambiguity and motivation to learn among the participants. A convenience sample of 48 EFL undergraduates at Qassim University were encouraged to judiciously adopt interlanguage in giving and receiving feedback in the EFL class for a period of eight weeks. Thereafter, a questionnaire was used to gather information on the predictors for interlanguage use in feedback and their outcomes on learning perceptions of the learners. Results indicated that students have moderate perceptions towards practicing interlanguaging feedback. Results also reported positive and moderate direct correlation between practicing interlanguaging feedback, tolerance of ambiguity and learning motivation. This was reflected in foreign language ambiguity tolerance, followed by learning motivation. Results also helped conclude that in the Saudi EFL context, an English-only classroom is not yet suitable to optimize learning, given the learners’ learning style and prevalent pedagogical methods, and as far as interlanguage use in feedback mechanisms is concerned, learners are positive to the idea as it aids in achieving their learning goals.