Corrective Feedback: Beliefs and Practices of Vietnamese Primary EFL Teachers

Autor/inn/en	Ha, Xuan Van; Murray, Jill C.
Titel	Corrective Feedback: Beliefs and Practices of Vietnamese Primary EFL Teachers
Quelle	In: Language Teaching Research, 27 (2023) 1, S.137-167 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ha, Xuan Van) ORCID (Murray, Jill C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820931897
Schlagwörter	Error Correction; Feedback (Response); Teacher Student Relationship; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Language Teachers; Vietnamese People; Educational Practices; Pronunciation; Grammar; Vocabulary Development; Cues; Oral Language; Preferences; Context Effect; Foreign Countries; Elementary School Students + Suchen Sie Ihr Suchwort? Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Bildungspraxis; Aussprache; Grammatik; Wortschatzarbeit; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Ausland
Abstract	This study investigates Vietnamese EFL teachers' beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers' feedback moves contained some inaccuracies. Implications for educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01