Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms

Abstract

Many studies have examined the effects of oral corrective feedback on language learning. However, much less research has examined the role of teacher cognition in this area. In particular, research on teacher cognition and its relationship with teachers' actual classroom practices has received relatively less attention. The present study examined four male and female EFL teachers' stated cognition and its relationship with their corrective feedback practices in intermediate-level classrooms. Data consisted of audio recordings of 14 h of classroom interaction collected over five weeks, a cognition questionnaire, and stimulated recall sessions. The findings revealed that while all the teachers highlighted the importance of corrective feedback, important differences were observed in their views about corrective feedback strategies. Notable discrepancies were also observed between teachers' stated cognition and their actual classroom practices regarding both the types and the amount of feedback used. The findings further our understanding of what teachers’ cognitions consist of and what roles it plays in instructional contexts.