Akademik Veri Yönetim Sistemi
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, sa.25, ss.1103-1119, 2021 (Hakemli Dergi)
Recent studies in Second Language Acquisition (SLA) have shown that there is an apparent
relationship between teachers' beliefs and their classroom practices of oral corrective feedback in
second language teaching. Even though many experimental and classroom studies show that it is
beneficial for second language acquisition, relatively little research has explored the relationship
between beliefs and practices of teachers in terms of oral corrective feedback. This descriptive study
aims to examine the relationship between teachers' stated beliefs and their practices about oral
corrective feedback in classrooms in a Turkish EFL setting. The data were collected through
classroom observations of ten EFL teachers working at a preparatory language school of a privately
funded university in Turkey, semi-structured interviews and scenario-based error correction
simulation. The results showed that most of the teachers have an awareness of oral corrective
feedback and believe that it is useful for students when provided appropriately to avoid touching
learners' affective states negatively. Recasts were observed as the most frequently employed feedback
type because of its implicit nature, even though most of the instructors reported elicitation as the
most effective corrective feedback strategy. In this respect, the results revealed inconsistencies
between teachers' stated beliefs and their actual practices about oral corrective feedback; that is, the
types of errors corrected in the classroom also showed deviation from the teachers’ stated beliefs.