The relationship between learning English as a foreign language students' perception of corrective feedback and foreign language anxiety

The aim of this study is to examine the relationship between corrective feedback perceptions and foreign language classroom anxieties of 11th and 12th grade students who chose a foreign language as major in their high schools. One of the quantitative research methods, the relational screening model, was used in the design of this descriptive study. The study group comprises 11th and 12th graders enrolled in Anatolian High Schools in Manisa for the 2022–2023 school year and selected a field based on a foreign language. Research data are obtained by applying the "Corrective Feedback Belief Scale" developed by Fukuda (2004) and adapted to Turkish by Çetinkaya and Hamzadayı (2015) and applying the "Foreign Language Anxiety Scale in the Classroom" developed by Horwitz et al. (1986), adapted into Turkish by Gürsu (2011). The data analysis of this study was conducted using SPSS statistical records version 29.0.1.0. The normal distribution of item scores was determined by examining the skewness and kurtosis values. However, k-means cluster analysis was used to group participants according to their anxiety levels. On the other hand, exploratory factor analysis and Cronbach's alpha reliability analysis were applied within the scope of validity and reliability analyses. Independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis and multiple regression analysis statistics were used to prove the measurement tools used in the study. It was determined that there was a statistically significant, negative and moderate relationship between in-class foreign language anxiety and corrective feedback belief. In addition, a significant difference was detected between participants with low and medium anxiety levels and participants with high anxiety levels. Finally, it was observed that in-class foreign language anxiety had an impact on corrective feedback beliefs. Key words: Foreign language classroom anxiety; Corrective feedback; Foreign language acquisition; Student perceptions.