(Mis)alignment in Relation to Written Corrective Feedback: the Teachers’ Beliefs and Practices vs the Students’ Preferences in an EFL Context

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teachers’ beliefs were gathered by a task about OCF. The results showed that teachers’ beliefs and practices were consistent on the aspects of perceived effectiveness, grammatical errors, implicit and explicit feedback. However, their beliefs and practices were inconsistent regarding lexical, phonological errors, and timing of OCF. The results also revealed that of the three individual differences, teaching experience most impacted the consistency between beliefs and practices, thus showing the greater role of teaching experience over special training and educational background on the consistency between beliefs and practices about OCF.

Download Full-text

Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

International Journal of English Linguistics ◽

10.5539/ijel.v8n6p115 ◽

2018 ◽

Vol 8 (6) ◽

pp. 115

Author(s):

Yaseen Alzeebaree ◽

Hussein Ali Ahmed ◽

Idrees Ali Hasan

Keyword(s):

Foreign Language ◽

High School Teachers ◽

Classroom Practices ◽

Corrective Feedback ◽

Beliefs And Practices ◽

Teachers Beliefs ◽

Oral Corrective Feedback ◽

Almost All ◽

Academic Qualifications ◽

The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

Download Full-text

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

SAGE Open ◽

10.1177/2158244020934886 ◽

2020 ◽

Vol 10 (3) ◽

pp. 215824402093488

Author(s):

Wei Wei ◽

Yiqian (Katherine) Cao

Keyword(s):

Professional Training ◽

Teaching Practice ◽

Corrective Feedback ◽

Strategy Use ◽

Teacher Cognition ◽

Survey Study ◽

High Demand ◽

Written Corrective Feedback ◽

Teachers Beliefs ◽

Feedback Strategies

Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed.

Download Full-text

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

Language Teaching Research ◽

10.1177/1362168820931897 ◽

2020 ◽

pp. 136216882093189 ◽

Cited By ~ 1

Author(s):

Xuan Van Ha ◽

Jill C. Murray

Keyword(s):

Primary Schools ◽

Classroom Practices ◽

Corrective Feedback ◽

Educational Practice ◽

Classroom Observations ◽

Beliefs And Practices ◽

Important Target ◽

Teachers Beliefs ◽

Efl Teachers ◽

Oral Corrective Feedback

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.

Download Full-text

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

Annual Review of Applied Linguistics ◽

10.1017/s0267190517000071 ◽

2017 ◽

Vol 37 ◽

pp. 110-127 ◽

Cited By ~ 7

Author(s):

María del Pilar García Mayo ◽

Udane Loidi Labandibar

Keyword(s):

Foreign Language ◽

Language Learning ◽

Corrective Feedback ◽

Negative Attitude ◽

Learning Potential ◽

Feedback Processing ◽

Efl Writing ◽

Efl Context ◽

Written Corrective Feedback ◽

Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

Download Full-text

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Universal Journal of Educational Research ◽

10.13189/ujer.2020.082565 ◽

2020 ◽

Vol 8 (12A) ◽

pp. 7775-7782

Author(s):

Khalil Jahbel ◽

Mohammad Adnan Latief ◽

Bambang Yudi Cahyono ◽

Saleh Nuri Abdalla

Keyword(s):

University Students ◽

Corrective Feedback ◽

Efl Context ◽

Written Corrective Feedback

Download Full-text

THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING

JOALL (Journal of Applied Linguistics and Literature) ◽

10.33369/joall.v5i1.7644 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Dyah Fitri Mulati ◽

Joko Nurkamto ◽

Nur Arifah Drajati

Keyword(s):

Secondary School ◽

Corrective Feedback ◽

Practical Experience ◽

Teaching Writing ◽

Writing Teachers ◽

Written Corrective Feedback ◽

Teachers Beliefs ◽

Writing Strategy ◽

Specific Teaching

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

Download Full-text