Do Students' Oral Corrective Feedback Beliefs Matter to Teachers?

Autor/in	Ha, Xuan Van
Titel	Do Students' Oral Corrective Feedback Beliefs Matter to Teachers?
Quelle	In: ELT Journal, 77 (2023) 2, S.227-236 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ha, Xuan Van)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccac044
Schlagwörter	Oral Language; Feedback (Response); Teaching Methods; Error Correction; High School Teachers; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Preferences; Context Effect; Faculty Development; Student Attitudes; Attitude Change; Teacher Attitudes; Decision Making; Student Characteristics; Error Patterns; Experiential Learning; Learning Activities; High School Students + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Fehlertyp; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Student; Students; Schüler; Schülerin; Studentin
Abstract	This study explores the impact of students' beliefs on teachers' beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students' feedback beliefs, and follow-up experiential learning activities through reflective practice for eight weeks. Data were collected from multiple sources over eighteen weeks. The findings revealed that the teachers did not explicitly acknowledge the influence of their students' beliefs, but the comments in the follow-up interviews and written reflections showed considerable changes in their views about the workability of immediate feedback, the appropriate choices of feedback types, and the interaction among contextual factors, learner factors, feedback types, and error types. These changes were in the direction of their students' feedback preferences, which were also aligned with research recommendations. Implications for teacher professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01