International Journal of Research in English Education

en The Unsung Power of Teachers’ Productive Feedback Features in Improving Self-Directed Learning of EFL Learners: Qualitative Approach The unsung power of teachers’ productive feedback features in improving self-directed learning of EFL learners: Qualitative approach تخصصي Special پژوهشي Research Concern about the Iranian EFL learners’ dissatisfaction with their learning achievement motivated this qualitative study. While the importance of teacher feedback in English as a foreign language (EFL) and its relation with self-directed learning (SDL) of EFL learners is recognized in the literature, there seems to be a gap specifically regarding the role of Iranian EFL teachers' productive feedback features in fostering EFL learners' SDL. Therefore, this study aimed to explore the teachers' self-reported productive feedback perception and practices in support of Iranian EFL learners’ SDL to fill in the gap. For this aim, fourteen Iranian EFL teachers were interviewed, and the data obtained from the semi-structured individual interviews were analysed through content analysis. According to the findings, the participating EFL teachers unanimously comprehended the benefits of productive feedback in the classroom in support of learners’ SDL. These benefits, , may contribute to learners’ self-awareness, freedom, effective learning, and a stress-free learning environment. However, lack of time, teachers’ shortage of knowledge, and the top-down approach to the education system of Iran prevent Iranian EFL teachers from actually implementing these productive feedback features supporting learners’ SDL. Concern about the Iranian EFL learners’ dissatisfaction with their learning achievement motivated this qualitative study. While the importance of teacher feedback in English as a foreign language (EFL) and its correlation with self-directed learning (SDL) of EFL learners is recognized in the literature, there seems to be a gap specifically regarding the role of Iranian EFL teachers' productive feedback features in fostering EFL learners' SDL. Therefore, this study aimed to explore the teachers' self-reported productive feedback perception and practices in support of Iranian EFL learners’ SDL to fill in the gap. For this aim, fourteen Iranian EFL teachers were interviewed, and the data obtained from the semi-structured individual interviews were analysed through content analysis. According to the findings, the participating EFL teachers unanimously comprehended the benefits of productive feedback in the classroom in support of learners’ SDL. These benefits, emerging from the analyzed data based on teachers’ insights, may contribute to learners’ self-awareness, freedom, effective learning, and a stress-free learning environment. However, the presence of lack of time, teachers’ shortage of knowledge, and the top-down approach to the education system of Iran prevented Iranian EFL teachers from actually implementing these productive feedback features supporting learners’ SDL.   SDL, EFL, productive feedback features, teachers’ perception and practices SDL, EFL, productive feedback features, teachers’ perception and practices 111 124 http://ijreeonline.com/browse.php?a_code=A-10-1236-1&slc_lang=en&sid=1 Mina Abdolhosseinzadeh Amini Mina Mina Abdolhosseinzadeh Amini ma46c@mst.edu 10031947532846003563 10031947532846003563 Yes Faculty of Education, SDL Research Focus Area, North-West University, Potchefstroom Campus, South Africa. Faculty of Education, SDL Research Focus Area, North-West University, Potchefstroom Campus, South Africa. Ali Rahimi Ali Rahimi 10031947532846003564 10031947532846003564 No . International Agriculture University, Tashkent, Uzbekistan . International Agriculture University, Tashkent, Uzbekistan . International Agriculture University, Tashkent, Uzbekistan