Teachers' beliefs and practices about oral corrective feedback in university EFL classes

YÜKSEL D., Soruç A., McKinley J.

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, vol.31, no.3, pp.362-382, 2021 (AHCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 31 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.1111/ijal.12336
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, FRANCIS, Communication & Mass Media Index, EBSCO Education Source, Educational research abstracts (ERA), INSPEC, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Page Numbers: pp.362-382
  • Keywords: teachers' beliefs, classroom discourse, oral corrective feedback, detached observation, stimulated recall, GRAMMAR INSTRUCTION, LEARNERS BELIEFS, ERROR-CORRECTION, STATED BELIEFS, STUDENT, FOCUS, FORM
  • Kocaeli University Affiliated: Yes


This study examined (in)congruences between beliefs and practices of EFL university teachers on in-class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video-recorded non-participant detached observation, a task about OCF to determine the beliefs of the teachers, and a stimulated recall interview. The results showed incongruence between what the teachers said they believed and what they did. However, teachers' beliefs and practices were similar regarding whether the errors should be corrected, when errors should be corrected, and who should correct them. Particularly notable in this study was the finding that those teachers with the greatest incongruence almost always stood by their decisions, even after they watched their unsuccessful OCF practices.