Abstract
The objective of the present research paper is to describe the beliefs and the perceptions of Tunisian EFL teachers regarding the nature and the purpose of oral corrective feedback (OCF) used in teaching speaking. The method relies on the use of a questionnaire survey which is made up of seven items. 20 EFL teachers participated in this study and they were invited to fill in the questionnaire which seeks to elicit their opinions and preferences concerning the particular type of feedback they deliver as a response to their students’ spoken errors. The results of the study found out that EFL teachers hold positive attitudes towards OCF, as the majority of the informants seem to embrace the benefits of OCF and its importance in the language learning process. However, the findings show that the respondents’ opinions concerning the timing of using OCF, its impact on developing speaking skills and on learners’ feelings and emotions vary significantly. The results also display some discrepancy in teachers’ responses to some items and reveal that the dominant types of OCF used in teaching speaking were explicit correction, recasts and elicitation.
Highlights
According to Hattie and Timperley, feedback generally denotes any type of “information provided by an agent regarding aspects of one’s performance or understanding.” ([1], p.) It has gained considerable interest among researchers who tried to define the concept and to outline its significant importance in the field of language learning in particular and education in general
The majority of the teachers seem to maintain the role of oral corrective feedback (OCF) in promoting accuracy and fluency
The findings of this research study contributed to unveil the prevailing conceptions and views of EFL teachers regarding the concept of oral corrective feedback
Summary
According to Hattie and Timperley, feedback generally denotes any type of “information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding.” ([1], p.) It has gained considerable interest among researchers who tried to define the concept and to outline its significant importance in the field of language learning in particular and education in general. In order to emphasize the role of feedback in the process of learning the target language, Crystal confirmed that “speakers are able to monitor their own performance (both by self-observation, and by observing the responsesignals of others) “([2], p. The present research paper seeks to explore and understand the various attitudes and opinions that teachers may hold concerning the concept of Corrective feedback (CF) conducted during oral work
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