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

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.

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.

scholarly journals Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuan Van Ha ◽  
Loc Tan Nguyen
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Public High Schools ◽  
Learning And Teaching ◽  
Learner Beliefs ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
Communicative Success ◽  
The Relationship

Recent decades have witnessed extensive research focusing on oral corrective feedback (CF), a key aspect of English as a second/foreign language (ESL/EFL) learning and teaching, but relatively little research has examined the relationship between learner and teacher beliefs about CF. The study reported in this article investigated the relationship between teacher and learner beliefs regarding the optimal targets and sources of CF in Vietnamese secondary EFL contexts. Data which were collected at four Vietnamese public high schools included questionnaires completed by 250 students, interviews with 15 of them, and interviews with 24 teachers. The findings showed that the students were happy to receive CF to all types of errors, including less important errors such as those not influencing their communicative success. The teachers were generally more selective in their choices of error types, but they sometimes faced some tensions between their overall teaching objective and the students' practical needs to learn the material that would be tested in subsequent exams. Regarding CF sources, the students preferred teacher correction to self-correction or peer correction although they believed that self-correction was effective for their learning and wished their teachers would provide them with training on how to conduct peer correction and self-correction. The teachers also thought that it was part of their role to be the main CF providers to ensure the accuracy of classroom feedback. Some teachers were skeptical about their students' ability to provide peer CF. Pedagogical implications are discussed.

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.

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 Teaching grammar: issues and challenges

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Norhaida Aman
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Classroom Practices ◽  
Traditional Approach ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Service Training ◽  
Teaching Grammar ◽  
The Relationship ◽  
Explicit Discussion

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

scholarly journals Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language

2020 ◽  
Vol 20 (3) ◽  
pp. 335-346
Author(s):  
Khairunnisa Khairunnisa ◽  
Dadang Sudana ◽  
Rojab Siti Rodliyah
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching Strategy ◽  
Vocational High School ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Study Results ◽  
Teachers Beliefs ◽  
English Speaking

Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.

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.

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