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.
Task on OCF (abridged version for publication)
Rate the effectiveness of giving CF on your students’ language mistakes in a percentile scale [100 = extremely important and effective in your students’ language development]:
How often do you correct your students’ mistakes in classroom oral communication? [Scale 0–100%, 10 point intervals]
How often would you provide CF on your students’ grammar, pronunciation or vocabulary mistakes?
Grammar [Scale 0–100%, 10 point intervals]
Pronunciation [Scale 0–100%, 10 point intervals]
Vocabulary [Scale 0–100%, 10 point intervals]
There are (at least) three sources in providing OCF to learners’ mistakes in a classroom setting. The learners can correct their mistakes on their own (self-correction), their peers can correct these mistakes (peer correction) or teachers can treat them (teacher correction). On a weighted scale of 100, how would you distribute the three sources of feedback provider? Here, you are asked to give percentages for each source and your total percentage should be 100.
|Learners themselves||Their peers||Teachers||Total|
Teachers can give OCF to their students’ mistakes immediately after the mistake (immediate feedback) or sometime later (delayed feedback). On a weighted scale of 100, how would you distribute the timing of feedback?
|Immediate feedback||Delayed feedback||Total|
6. Please choose the feedback that you think most effective in the following examples (Note: Actual task included ten examples)
Teacher: What did you do at home last night?
Student: I goes home late so I couldn’t do much.
A) Teacher: No, not goes, went.
B) Teacher: You went home late? Why? What did you do?
C) Teacher: I am sorry?
D) Teacher: You need to use the past form of the verb
E) Teacher: You… (pausing)? (rising intonation)
F) Teacher: I GOES home late. (stressing the mistake, with rising intonation)
Teacher: Where did you stay in London?
Student: I stayed in a hotəl [hotel]
A) Teacher: No, not hotəl, hotel (correct pronunciation).
B) Teacher: You stayed in a hotel (correct pronunciation)
C) Teacher: I am sorry? Can you say that again?
D) Teacher: I stayed in a HOTəL (stressing the mistake).
E) Teacher: I stayed in a… (pausing)? (rising intonation).
F) Teacher: We pronounce the hotel with /e/sound not schwa sound.
Student: I didn’t remember him to come to the party. I should have called him in advance.
A) Teacher: Remember and remind have different meanings. Remind is making someone remember. Be careful.
B) Teacher: No, not remember, it should be remind.
C) Teacher: You didn’t remind him to come to the party.
D) Teacher: I didn’t… (pausing)? (rising intonation).
E) Teacher: Can you repeat again?
F) Teacher: I didn’t REMEMBER him to do come to the party. (stressing the mistake).
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