Teachers' Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program

Autor/inn/en	Lira-Gonzales, Maria-Lourdes; Valeo, Antonella; Barkaoui, Khaled
Titel	Teachers' Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program
Quelle	In: Language Teaching Research Quarterly, 25 (2021), S.5-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Teacher Attitudes; Second Language Learning; Second Language Instruction; Feedback (Response); French; Undergraduate Students; Language Teachers; Modern Languages; College Second Language Programs; Writing Instruction; Error Correction; Teaching Methods; College Faculty; Foreign Countries; Costa Rica + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Language teacher; Sprachunterricht; Gegenwartssprache; Schreibunterricht; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Ausland
Abstract	Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica. The participants in this study were five teachers teaching in an FFL program in the Modern Languages School at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured interview, and samples of students' writing with teacher feedback. The findings revealed that the participants held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that participants' beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation grids. Implications and future research avenues are discussed. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01