EFL Teachers’ Attitudes Towards Oral Corrective Feedback: A Case Study (original) (raw)
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Teachers’ Perceptions About Oral Corrective Feedback and Their Practice in EFL Classrooms
Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semistructured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students’ feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular.
ARAB WORLD ENGLISH JOURNAL, 2019
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.
A comparison of EFL teachers' and students' attitudes to oral corrective feedback
A relatively small number of studies on beliefs about oral corrective feedback (CF) have uncovered a mismatch between teachers' and students' attitudes which is potentially harmful to the language learning process, not only because students may become demotivated when their expectations are not met, but also because teachers appear to be reluctant to provide oral CF. One of the reasons why teachers may feel this way seems to be that they are worried about triggering negative emotions in their students. So far, however, hardly any research exists which takes students' affective responses to CF into account. Previous studies have also neglected to investigate how students prefer to be corrected. Against this background, the present survey study asked 395 students and 46 teachers of English as a foreign language what their attitudes and feelings are with regard to oral CF. Previous findings that students want to be corrected much more than their teachers feel inclined to do were confirmed. Moreover, students were found to be much more positive about explicit types of CF than their teachers are, and to experience positive emotions when receiving CF.
PERCEPTIONS OF ENGLISH INSTRUCTORS AND LEARNERS ABOUT CORRECTIVE FEEDBACK
Corrective feedback has always been popular in English as a foreign language (EFL) settings and its effectiveness in language learning has been widely debated. An increasing number of second language acquisition studies (SLA) indicate that there is a dilemma in the effectiveness of corrective feedback in terms of EFL instructors' and learners' perceptions. " lthough the effectiveness of corrective feedback is a point at issue, there is not much research related to investigating instructors' and learner' perceptions. It is the aim of this study to examine the perceptions of instructors and learners about corrective feedback in learning English as a foreign language (EFL). The findings of the study show that the instructors and learners seem to have almost similar ideas about corrective feedback. However, the instructors and learners seem to have one contradicting perspective that is about oral error correction: the instructors do not seem to favor oral correction all the time, but the learners do. Furthermore, the interviews display that while the instructors prefer non-direct feedback, the learners prefer direct and explicit feedback. Language instructors need to know what their learners expect in corrective feedback and to form a common understanding with their learners for increasing the effectiveness of corrective feedback.
EXPLORING THE RELATIONSHIP BETWEEN THE BELIEFS AND PRACTICES OF INSTRUCTORS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL CLASSES: A CASE STUDY FROM TURKEY, 2020
Although many studies were conducted on stated beliefs and observed practices of oral corrective feedback (OCF) in language classes, relatively little is known about the actual relationship between them. Therefore, this study focused on the relationship between the teachers’ stated beliefs and observed practices of oral corrective feedback (OCF) to explore how beliefs and practices interact. The participants of the study were four Turkish EFL instructors coming from English Language Teaching (ELT) and Translation and Interpreting Studies. The data were collected through a questionnaire, classroom observations, and interviews. The results showed that the participants' stated beliefs and observed practices held some inconsistencies. These inconsistencies were explained by different factors stated by the participants during the stimulated recall sessions. The content knowledge of OCF and the proceduralization of this knowledge have been found to be the indicators of this inconsistency. In addition to highlighting these different factors on the study of OCF, this study presents the insights for the integration of OCF in EFL classes.
Lenguas Modernas, 2021
The main aim of this research was to define and identify the students' perception of oral corrective feedback given by teachers in Communicative Approach English courses from an EFL teaching program at a private university from Santiago, Chile. This research was developed according to a mixed design with qualitative approach in order to achieve an accurate selection of the data and scope of the problem. The data collection required the implementation of two instruments, a questionnaire and a focus group. The questionnaire was applied to 68 diurnal students from second year to fourth year. Meanwhile, the focus group was applied to nine diurnal students from second year to fourth year. The results that were obtained in relation to the topics and the corresponding theoretical analysis clearly demonstrate positive perceptions regarding the feedback received from teachers during English language courses, thus, benefitting their learning process and improving language skills. Keywords: corrective feedback, perception of feedback, use of feedback, preferences of feedback, effectiveness of feedback. * Para correspondencia, dirigirse a: Andrés Gutiérrez (agutierrez.docenteexterno@ucentral.cl), Martín Flores (martin.flores@ucentral.cl). 10 LENGUAS MODERNAS 56, SEGUNDO SEMESTRE 2020 Percepción de los Estudiantes sobre la Retroalimentación Correctiva Entregada por Profesores en Cursos de Enfoque Comunicativo de un Programa de Pedagogía en Inglés en una Universidad Privada Resumen: El propósito de esta investigación fue definir e identificar la percepción de los estudiantes sobre la retroalimentación correctiva oral dada por los profesores en los cursos de inglés de la carrera de Pedagogía en Inglés en una universidad privada de Santiago de Chile. Esta investigación fue desarrollada acorde a un diseño mixto con un enfoque cualitativo, con el fin de lograr una selección precisa de los datos y del enfoque del problema. La recolección de datos requirió la aplicación de dos instrumentos, un cuestionario y un grupo de discusión. El cuestionario se aplicó a 68 estudiantes de segundo a cuarto año. Mientras que el grupo de discusión se aplicó a 9 estudiantes de segundo a cuarto año. Los resultados demuestran claramente las percepciones positivas acerca de la retroalimentación recibida de parte de los profesores durante los cursos de inglés, de esta manera beneficiando su proceso de aprendizaje y mejorando sus habilidades lingüísticas. Palabras clave: retroalimentación correctiva, percepción de la retroalimentación, uso de la retroalimentación, preferencias de retroalimentación, efectividad de la retroalimentación.
ESL Teachers' Perceptions regarding the Usefulness of Oral Corrective Feedback at Undergraduate Level, 2022
This research aims to examine the perceptions of undergraduate level ESL teachers regarding oral feedback and its impact on student learning. In this regard, this study attempts to determine the particular method of corrective feedback (CF) teachers perceive to be useful, how they apply this method in language classroom, and how their feedback affects the learning of students. Hence, the current study examines how the input of L2 teachers influences the motivation, confidence, self-esteem, student-teacher relationship, and identity of students at undergraduate level. Data was collected through two qualitative research tools: "observations" and "semistructured interviews". Purposive sampling method was used and eight L2 teachers of a private university were sampled for this study. The observations of the selected teachers were conducted for 18 hours and semistructured interviews were also conducted afterwards. Thematic analysis of the data revealed that direct CF was perceived and used by L2 teachers as the best way of correcting students. It was found that the participants had practical experience of direct CF. Moreover, it was concluded that direct CF and reasonable inquiries can influence motivation, confidence, self-esteem, and student-teacher relationship. The findings have useful implications for both theory and practice because they improve on the general guidelines for L2 teachers regarding what type of CF can be beneficial for L2 students, how their feedback can encourage or discourage students, and how they can correct the mistakes of students in an effective way.
Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.
ISSUES IN LANGUAGE TEACHING, 2020
Even though many classroom-based studies reported the possible advantages of oral corrective feedback (OCF) for language learning, little information is available about teachers' beliefs about OCF in classrooms and its relationship with their experience. This study attempted to compare the stated beliefs and classroom practices of three female English as Foreign Language (EFL) teachers about OCF. In so doing, data was collected through video-recording three sessions of their teaching procedure and the follow-up stimulated recall interviews. The results of the study showed that irrespective of their teaching experience, the participating teachers unanimously believed that the provision of OCF in the class is of prime importance. However, the use of all types of OCF practices was just observable in experienced teachers' classes and the novice one preferred the duality of explicit correction and metalinguistic feedback and did not provide any recasts and elicitations. It was also found that learner-related issues seemed to be working within the limits of teaching experience in shaping the three teachers' beliefs about providing OCF practices. Moreover, the novice teacher showed to resort to her language learning in justifying her OCF practices. Implications of the findings are discussed and some suggestions are provided for further research.
Education Research International, 2022
As a critical appraisal, this study investigated the correspondence between teachers' corrective feedback strategies used in English as a foreign language (EFL) classes and students' preferences of corrective feedback strategies by analyzing both quantitative and qualitative data. The participants were 20 high school English teachers and 50 students of Salami High school in Kazeroun. To critically compare their preferences, both the students and teachers were asked to answer approximately identical questionnaires. The CF strategies were ranked according to the students' and teachers' attitudes. The results of the quantitative data analysis were as follows: There was no overall significant difference in CF preference of the students and CF usage of the teachers. The CF strategies were ranked by the teachers as teachers' elicitation followed by clarification request, repetition, recasting, and explicit correction in order. The students' preferences were ranked differently. Clarification request was the most preferred one followed by teacher's elicitation, repetition, recasting, and explicit correction in order. The qualitative results indicated that there were different individual justifications for their choices. This study concludes with some pedagogical implications and further suggestions for more research of corrective feedback strategies in different socio-cultural conditions.