Teaching Experience and Views of Pronunciation Formative Assessment

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.

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An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2016-0002 ◽

2016 ◽

Vol 18 (1) ◽

pp. 16-33 ◽

Cited By ~ 4

Author(s):

Javad Gholami ◽

Mehdi Sarkhosh ◽

Heidar Abdi

Keyword(s):

High School ◽

Public Schools ◽

High Schools ◽

Language Teaching ◽

Corrective Feedback ◽

Teaching Experience ◽

Public High School ◽

Private Language ◽

Significant Difference ◽

Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

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A Study Of Types Of Oral Corrective Feedback Strategies Used By Efl Teachers At Secondary Schools In Duhok City / Kurdistan Region Of Iraq

Academic Journal of Nawroz University ◽

10.25007/ajnu.v9n3a770 ◽

2020 ◽

Vol 9 (3) ◽

pp. 129

Author(s):

Mohamed B. Kasim Al-Azzawi ◽

Angela O. Zaya Al-Barwari

Keyword(s):

Secondary Schools ◽

Corrective Feedback ◽

Teaching Experience ◽

Kurdistan Region ◽

Public And Private ◽

Years Of Teaching Experience ◽

Efl Teachers ◽

Oral Corrective Feedback ◽

Feedback Strategies ◽

Type Of School

This study aims to investigate types of oral corrective feedback strategies used by EFL teachers at secondary schools in Duhok city/Kurdistan region of Iraq. It also explores teachers’ attitudes towards the use of oral corrective feedback inside classrooms based on the three variables of gender, years of teaching experience, and the type of school (public or private). For these purposes, a classroom observation checklist was designed based on Panova and Lyster’s (2002) model of study in order to confirm the types of oral corrective feedback strategies used by the teachers, to highlight learners’ errors, and to examine the learners’ response to these strategies. Besides, a closed-ended questionnaire was distributed to the teachers to explore their attitudes about the effective use of oral corrective feedback. Fifty EFL teachers from twenty-five public and private secondary schools in Duhok were asked permission to attend their classes and observe the ways they correct their learners' errors. The data obtained from classroom observations and teachers’ responses to the questionnaire were identified, analysed quantitatively. The findings revealed that EFL teachers used different types of oral corrective feedback to learners’ errors. However, the most preferred correction strategy type used by them for correcting learners’ pronunciation errors was ‘recast’, and for grammatical errors was ‘metalinguistic explanation’. As for lexical errors, the strategy used most was ‘translation’. In terms of ‘learners’ uptake’, most of the corrective feedback provided resulted in ‘Repair’. Moreover, the study found out that EFL teachers have positive attitudes towards the use of oral corrective feedback. There were also no significant differences in their responses based on the three variables of gender, years of teaching experience and the type of school.

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Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

Education & Self Development ◽

10.26907/esd15.3.02 ◽

2020 ◽

Vol 15 (3) ◽

pp. 19-36

Author(s):

Mahmoud Azizi ◽

◽

Martina Pavlikova ◽

Alfiya Masalimova ◽

◽

...

Keyword(s):

Reading Comprehension ◽

Second Language Learners ◽

Corrective Feedback ◽

Teaching Experience ◽

Intermediate Level ◽

L2 Reading ◽

Efl Learners ◽

Feedback Type ◽

Significant Difference ◽

Efl Teachers

Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

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Iranian EFL Teachers’ Attitudes towards Critical Pedagogy

International Journal of English Linguistics ◽

10.5539/ijel.v6n1p110 ◽

2016 ◽

Vol 6 (1) ◽

pp. 110

Author(s):

Nazanin Kamali Sarvestani ◽

Mortaza Yamini

Keyword(s):

Critical Pedagogy ◽

Reliability And Validity ◽

Teaching Experience ◽

Experienced Teachers ◽

Academic Experience ◽

Educational Approach ◽

Positive Attitudes ◽

Significant Difference ◽

Efl Teachers ◽

Teachers Attitudes

Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. Statistical procedures, namely, descriptive statistics, independent samples t-test, and two-way ANOVA were applied. The findings of the study revealed that the EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between novice and experienced teachers' attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.

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

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2021-0051 ◽

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.

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Exploring Native and Non-Native EFL Teachers’ Oral Corrective Feedback Practices: An Observational Study

Brock Education Journal ◽

10.26522/brocked.v26i2.609 ◽

2017 ◽

Vol 26 (2) ◽

Author(s):

Yusuf Demir ◽

Kemal Sinan Özmen

Keyword(s):

Corrective Feedback ◽

Cultural Influences ◽

Teaching Experience ◽

Efl Context ◽

Efl Teachers ◽

Different Types ◽

Oral Corrective Feedback ◽

English Speaking ◽

Native English Speaking Teachers

Commonly defined as L2 teachers’ responses to learners’ erroneous utterances, oral correctivefeedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreignlanguage classes and has gained growing momentum in SLA research in recent years.However, how OCF preferences of English teachers vary in terms of their native-nonnativespeaker status remains as an uncharted territory of inquiry specifically in an expanding-circlecontext. This study aims to reveal the differences between in-class OCF practices of native andnon-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and toexplore the cross-cultural influences that might affect these practices. To these ends, structuredclassroom observations and interviews were conducted with seven NESTs and seven NNESTs.The findings of the observations showed that the NESTs’ and NNESTs’ in-class OCF practicesdiffered considerably in terms of their tolerance of errors, preferred OCF types, the amount ofOCF and different types of OCF to different types of errors. Moreover, the follow-up interviewfindings demonstrated some similar and different dispositions between the teacher groupsconcerning several dimensions (whether, how, when, and which errors should be corrected, andby whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.

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Theorizing EFL Teachers’ Perspectives and Rationales on Providing Corrective Feedback

The Qualitative Report ◽

10.46743/2160-3715/2015.2140 ◽

2015 ◽

Author(s):

Seyyed Ostovar-Namaghi ◽

Kamal Shakiba

Keyword(s):

Quantitative Research ◽

Corrective Feedback ◽

Context Sensitive ◽

Coding Schemes ◽

Efl Teachers ◽

Research Findings ◽

Indirect Feedback ◽

Teachers Perspectives ◽

Direct Feedback ◽

Feedback Techniques

Researchers condemn teachers by saying that tradition, rather than research findings, derive their practice while teachers condemn researchers by saying that their research findings are universal generalizations that fail in practice. To turn mutual distrust to mutual trust, this data-driven study aims at theorizing practice, rather than enlighten practice through theory-driven research. The theoretical sampling of twenty EFL teachers’ perspectives concerning corrective feedback, together with the rigorous coding schemes of grounded theory yielded some context-sensitive corrective feedback techniques: direct feedback; indirect feedback such as recast, providing an alternative, asking other students, pausing before the error, providing the rule, using the correct structure and showing surprise; feedback through other language skills including writing and listening; and no correction on cognitive, affective and information processing grounds. Moreover analysis uncovered a set of specifications on when, where, and why to use these techniques. Not only do the findings help practitioners get in-sights and improve their providing feedback, but also they help researchers modify their hypotheses before testing them through the quantitative research that aims at generalization.

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

Arab World English Journal ◽

10.24093/awej/vol10no2.4 ◽

2019 ◽

Vol 10 (2) ◽

pp. 40-54

Author(s):

Reem Alkhammash ◽

Fahmeedah Gulnaz

Keyword(s):

Corrective Feedback ◽

Beliefs And Practices ◽

Teachers Beliefs ◽

Efl Teachers ◽

Oral Corrective Feedback ◽

Feedback Techniques

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The Effect of Gender, Experience, and Training on Teachers’ Written Corrective Feedback Practices

Studies in English Language Teaching ◽

10.22158/selt.v7n1p59 ◽

2019 ◽

Vol 7 (1) ◽

pp. 59

Author(s):

Fatma Mohamed Al Kharusi ◽

Abdo Mohammed Al-Mekhlafi ◽

Ali Hussain Al-Bulushi ◽

Ahmed Yousuf Abdulraheem

Keyword(s):

Quantitative Data ◽

Basic Education ◽

Corrective Feedback ◽

Teaching Experience ◽

Ministry Of Education ◽

Teachers Perceptions ◽

Written Corrective Feedback ◽

Efl Teachers ◽

Service Training ◽

And Training

This study investigated whether EFL Post-Basic education teachers’ perceptions toward teachers’ practice of written corrective feedback (WCF) varied according to three contextual variables gender, teaching experience, and in-service training on WCF. It also attempted to investigate the challenges teachers encounter when providing WCF. The quantitative data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12). The participants were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study showed that the only variable that had an effect on teachers’ perceptions was the number of training workshops/courses received on WCF. It also revealed that teachers perceived the challenge of focusing on all types of errors (content, organisation, and language) simultaneously as the most common difficulty they were experiencing. Some suggested recommendations of the study for the Ministry of Education, EFL teachers, and further studies were finally provided.

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