Abstract
Abstract:Using multiple data sources (observations, stimulated recalls, interviews), this study investigated the relationship between previous training, teaching experience, corrective feedback (CF) beliefs, and practices of a novice and an experienced ESL teacher. The findings revealed that both teachers provided similar amounts of CF and had comparable amounts of learner uptake and repair in their classes. However, the experienced teacher generated more teacher-learner interactions and more types of CF, which were also more balanced across linguistic targets. Teaching experience and teacher training did not appear to impact the teachers’ beliefs on the inefficacy of CF, while “apprenticeship of observation” seemed to have a greater influence on the belief systems of both teachers. These results point to several pedagogical implications for teacher education programs, which are discussed in the paper.
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