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Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual difference that have an impact on the effect and effectiveness of CF. One area of individual difference that has been shown to influence learning outcomes is personality; yet, findings have been inconsistent, and the influence of learners’ personality traits on oral CF effectiveness has largely been neglected. This study aimed to fill this gap by investigating how learners with different personalities experience and benefit from different types of oral CF. Situated in an intact class of adult language-learners in an academic context, data collection included a Five Factor Model (FFM) personality test, video and audio recordings of classroom activities, and individual interviews/stimulated-recall sessions. The findings of this study suggest that personality traits do appear to play a role in how students experience CF. Relationships between global FFM personality traits and CF response emerged: competitiveness and perfectionism characteristics appeared influential and a possible interaction between agreeableness and neuroticism is discussed. Pedagogical implications are suggested. La retroaction corrective est une partie importante de l’instruction efficace, et un important corpus de recherche s’est penche sur la meilleure facon de mettre en place des strategies et des approches de retroaction corrective. Les chercheurs sont devenus de plus en plus conscients des differences individuelles qui ont un impact sur l’effet et sur l’efficacite de la retroaction corrective. On a montre qu’une aire de difference individuelle, la personnalite, influence les resultats d’apprentissage; cependant, les resultats ne sont pas uniformes, et l’influence des traits de personnalite des apprenants sur l’efficacite de la retroaction corrective orale a ete pour la plupart negligee. Le but de la presente etude etait de combler cette lacune en etudiant comment des apprenants de differente personnalite vivent et beneficien de differents types de retroactions correctives orales. Situee dans une classe intacte d’apprenants adultes de langues dans un contexte universitaire, la collecte de donnees comprenait un test de personnalite se basant sur le modele en cinq facteurs (MCF), des enregistrements audio et video des activites de classe, ainsi que des seances d’entrevues individuelles/de rappels stimules. Les resultats de cette etude suggerent que les traits de personnalite semblent bien jouer un role dans la facon dont les etudiants percoivent la retroaction corrective. Les relations entre les traits de personnalite generaux MCF et la reaction a la retroaction corrective ont montre que : les caracteristiques de competitivite et de perfectionnisme semblaient jouer un role marquant et on discute d’une interaction possible entre l’agreabilite et le neuroticisme. On suggere des implications pedagogiques.

Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context