Abstract
AbstractThis study examined (in)congruences between beliefs and practices of EFL university teachers on in‐class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video‐recorded non‐participant detached observation, a task about OCF to determine the beliefs of the teachers, and a stimulated recall interview. The results showed incongruence between what the teachers said they believed and what they did. However, teachers’ beliefs and practices were similar regarding whether the errors should be corrected, when errors should be corrected, and who should correct them. Particularly notable in this study was the finding that those teachers with the greatest incongruence almost always stood by their decisions, even after they watched their unsuccessful OCF practices.
Highlights
Oral corrective feedback (OCF) is one of the most common teacher moves in classroom discourse
∙ were descriptive and/or anecdotal in nature; ∙ were conducted in non-EFL contexts; ∙ had a limited number of participants; or ∙ did not address all five aspects of corrective feedback. To address this gap in the previous research, this study aims to shed more light on this topic by providing findings from an explanatory sequential (QUAN→QUAL) mixed-methods study in an English as a foreign (EFL) university setting with a larger number of participants and covering all five aspects of OCF as suggested by Hendrickson (1978), and it includes a stimulated recall interview where the teachers were asked to reflect upon the reasons if a mismatch was encountered between their beliefs and practices
The findings of the study are first presented identifying the relationship between beliefs and practices, organized according to Hendrickson’s (1978) five key aspects about OCF, followed by the reasons for incongruences from the four teachers with the greatest differences
Summary
Oral corrective feedback (OCF) is one of the most common teacher moves in classroom discourse. Rather than investigating the values of different feedback types, we stipulate a need to investigate the beliefs of language teachers because their beliefs and practices influence the effectiveness of OCF (Sheen, 2007; see Lyster et al, 2013). Li’s (2017) review of seven studies on teachers’ beliefs of CF revealed that only 39% of the teachers thought CF was important. 99) found that “teachers showed more inconsistency than consistency” in terms of their beliefs and practices on OCF. The main aim of this study is to investigate (in)congruences between teachers’ beliefs and practices regarding OCF and to shed light upon the reasons for the (in)congruences via stimulated recall interviews
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
