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

Autor/in	Ölmezer-Öztürk, Elçin
Titel	Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study.
Quelle	In: Language learning journal, 47 (2019) 2, S. 219-228Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0957-1736; 1753-2167
DOI	10.1080/09571736.2016.1263360
Schlagwörter	Empirische Forschung; Ausdrucksfähigkeit; Einstellung (Psy); Lehrer; Korrektur; Feedback; Methodik; Mündlicher Ausdruck; Sprechen; Fremdsprachenunterricht; Englischunterricht; Türkei
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. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2