Incongruence Between Learning Style and Written Corrective Feedback Type - Mediating Effect of Implicit Theory of Learning Style

Oct 15, 2026

The study examines how implicit theories about learning-style malleability mediate the relationship between learning style and written corrective feedback (WCF) in Iranian EFL learners. It compares inductive versus deductive learning styles and evaluates benefit from mismatched WCF types (implicit vs. explicit). Results show incremental theory learners improve written accuracy more than entity theory learners, while inductive learners adapt better to explicit WCF and make greater accuracy gains than deductive learners receiving implicit WCF.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

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Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style Hanan Jalali Shiraz University Mohammad Rahimi Shiraz University Abstract Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF. Résumé La théorie implicite d’un apprenant (Dweck, 2000) sur la malléabilité de ses traits individuels (styles d’apprentissage, ici) détermine dans quelle mesure il peut étirer son style d’apprentissage (Gregersen et MacIntyre, 2014; Young, 2010) et profiter de l’instruction qui ne correspond pas à leurs styles préférés. Cette étude vise à déterminer dans quelle mesure les apprenants iraniens del’anglais langue étrangère ayant des styles d’apprentissage inductifs ou déductifs bénéficient de larétroaction corrective écrite qui ne correspond pas à leurs styles d’apprentissage (c.- à -d. implicite ou explicite) . Cette étude examine également si leur succès (ou leur manque) dans l’étirement de style et l’amélioration de leur précision écrite est dû aux théories implicites (entité vs incrémentales) qu’ils détiennent sur leur style d’apprentissage. Les résultats ont montré que les étudiants avec une théorie incrémentale ont considérablement amélioré leur précision écrite beaucoup plus que ceux qui ont eu une théorie d’entité . De plus, les résultats ont révélé que les apprenants inductifs ont réussi mieux à s’adapter à la rétroaction corrective explicite (qui ne correspond pas à leur style d’apprentissage) et ont amélioré davantage leur précision écrite que les élèves déductifs qui ont reçu la rétroaction corrective implicite. Canadian Journal of Applied Linguistics: 25, 2 (2022) 1-22 CJAL * RCLA Jalali & Rahimi 2 Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style Despite a large number of studies on written corrective (WCF), to date, its potential for second language (L2) development is still a controversial issue (e.g., Fazio, 2001; Kepner, 1991; Polio, et al., 1998; Truscott, 1996, 1999, 2004, 2007, among others) . Also, the same controversy exists in the right degree of feedback explicitness; the amount that provides students with enough information to form a new hypothesis and does not pose an unnecessary burden on teachers’shoulders. There are studies that report the higher efficacy of more explicit types of corrective feedback (Chandler, 2003; Ellis, et al., 2006; Suzuki, et al., 2019; Van Beuningenet al., 2008, 2012); some other studies, on the other hand, claim the same for implicit types (Ferris & Hedgcock, 2005; Lalande, 1982), and even few others declare no difference (Bitchener & Knoch, 2008, 2009, 2010; Frantzen, 1995; Robb et al., 1986) . To address these issues, recently, some scholars have resorted to individual differences (ID) to explain the contradicting results (Guénette, 2007; K

FAQs

What mediating mechanism does the study investigate between learning style and WCF?

The study investigates the mediating effect of learners’ implicit theory of learning style malleability (entity vs. incremental theory).

Which WCF types are compared relative to learners’ preferred learning styles?

It compares written corrective feedback that does not match learning styles, contrasting implicit versus explicit WCF and examining how learners benefit from the mismatch.

How do the findings differ between incremental and entity theories?

Students with an incremental theory significantly improved written accuracy more than those with an entity theory.

Oct 15, 2026

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