scholarly journals THE IMPACT OF WORKSHOPS ON SEVEN EFL TEACHERS’ BELIEFS AND PRACTICES CONCERNING L1 USE IN A SAUDI ARABIAN UNIVERSITY

2018 ◽  
Author(s):  
Sarah Baeshin
Keyword(s):  
Saudi Arabian ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
L1 Use ◽  
The Impact

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

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.

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Dogan Yuksel ◽  
Adem Soruç ◽  
Jim McKinley
Keyword(s):  
Individual Differences ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Educational Background ◽  
Beliefs And Practices ◽  
Special Training ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
The Impact ◽  
The Relationship

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.

scholarly journals Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers' Beliefs and Practices at Taif University

2019 ◽  
Author(s):  
Reem Alkhammash ◽  
Fahmeeda Gulnaz
Keyword(s):  
Foreign Language ◽  
Online Survey ◽  
English Language ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
The Impact

Recent research has shown that little attention has been paid to teachers’ views regarding giving oral corrective feedback (Sepehrinia & Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University’s teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert’s scale was employed to measure three subscales: teachers’ beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students’ uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.  

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

2020 ◽  
pp. 136216882093189 ◽  
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.

Erratum

2011 ◽  
Vol 43 (4) ◽  
pp. 469-469
Keyword(s):  
Literacy Coaches ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
The Impact ◽  
Literacy Research

Stephens, D., Morgan, D. N., DeFord, D. E., Donnelly, A., Hamel, E., Keith, K. J., Leigh, S. R. (2011). The impact of literacy coaches on teachers’ beliefs and practices. Journal of Literacy Research, 43(3), 215–249. (Original DOI: 10.1177/1086296X11413716)

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