Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback a small scale classroom research study

ÖLMEZER ÖZTÜRK E.

LANGUAGE LEARNING JOURNAL, vol.47, no.2, pp.219-228, 2019 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 47 Issue: 2
  • Publication Date: 2019
  • Doi Number: 10.1080/09571736.2016.1263360
  • Journal Name: LANGUAGE LEARNING JOURNAL
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.219-228
  • Keywords: Oral corrective feedback, teacher beliefs, Turkish EFL teachers, STATED BELIEFS, FORM
  • Anadolu University Affiliated: Yes

Abstract

This paper examines Turkish English as a foreign language (EFL) teachers' beliefs and practices regarding the amount, timing and types of oral corrective feedback (OCF) preferences. Eight instructors working in the English preparatory programme of a state university were included in the study. The data were collected through a questionnaire, semi-structured interviews and 16 hours of audio-recorded classroom observation. The results revealed that Turkish EFL teachers' OCF practices varied on an individual basis even though they were covering the same material while teaching. In addition, it was found that while the teachers' beliefs and practices were fairly consistent concerning the amount of feedback provided to their students, there were inconsistencies regarding the types of feedback and timing. All teachers tended to use more input-providing feedback types. This study highlights the complexity of providing OCF as part of teaching in a classroom context.