Examining the Effects of Metalinguistic Corrective Feedback and Recasts on Autonomy and Self-efficacy of Iranian EFL Learners

Literature on teaching a foreign language has indicated that teacher s correction and reaction to learners errors and mistakes crucially affects the amount of learning and teaching happening in the classroom. Through tapping into mixed methods design, this research study aimed at examining the effect of recast and metalinguistic corrective feedback on autonomy and self-efficacy of Iranian EFL learners. The participants of the study were 90 intermediate Iranian (male females) who were randomly selected from accessible samples and placed in three groups of recasts (n = 30), metalinguistic feedback (n = 30) and control group (n= 30). Overall, the results revealed that students receiving materials in corrective feedback groups were more enthusiastic and learned more than their counterparts on control groups.