https://j.ideasspread.org/index.php/ier/issue/feed International Educational Research 2021-01-17T04:32:39+08:00 Adan Williams ier@ideasspread.org Open Journal Systems <p>International Educational Research (IER)&nbsp;is an international, double-blind peer-reviewed, open-access journal, which is published by <span lang="EN-US">IDEAS SPREAD INC</span>&nbsp;in both print and online versions. The online version is free to access and download. The journal publishes original research papers, case reports, and review articles. The journal encourages submission in but not limited to subjects of Education method, education policy and education development; Educational technology and educational psychology; Special education and cross-cultural education; Educational leadership, educational administration and educational evaluation; Training, teaching and learning, Language education.</p> https://j.ideasspread.org/index.php/ier/article/view/731 Gender and Learners' Beliefs in Corrective Feedback in Learning Chinese as a Foreign Language: A Network Questionnaire Survey Report 2021-01-17T04:32:39+08:00 Liqin Wu lilywulq@126.com <p>This network questionnaire survey aims to confirm whether gender differences exist in learners’ beliefs in corrective feedback (CF) in learning Chinese as a foreign language (LCFL). Ninety-seven (53 male and 44 female) university learners of Chinese from 33 countries participated in the survey. The statistical results indicated that there were little significant differences in male and female learners’ beliefs in CF in LCFL except in two psychological effects in which male learners seemed more emotional or grateful to teachers’ correction; that culture did not influence male and female learners’ beliefs in CF; that <em>s</em><em>elf-correction</em> and <em>teachers’ correction </em>are more welcomed than <em>peers</em>’; that <em>immediate</em> <em>correction </em>in specific contexts was preferred; that teachers were supposed to <em>tell the learners where the mistake was before correcting it</em>; that it was not confirmed whether <em>direct</em> or <em>indirect</em> <em>correction</em> was better; that learners’ preference of frequency of CF was between <em>sometimes</em> or <em>often</em>; and that <em>negative </em>effects of CF were not found. These findings may contribute to the Chinese teachers’ understanding of learners as individuals and to correction methods teachers adopt while confronting learners’ errors in teaching Chinese as a foreign language (TCFL) classes.</p> 2020-11-14T00:00:00+08:00 ##submission.copyrightStatement##