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Moradkhani, Shahab, Goodarzi, Ahmad. (1399). A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?. سامانه مدیریت نشریات علمی, 9(1), 183-211. doi: 10.22054/ilt.2020.51449.482
Shahab Moradkhani; Ahmad Goodarzi. "A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?". سامانه مدیریت نشریات علمی, 9, 1, 1399, 183-211. doi: 10.22054/ilt.2020.51449.482
Moradkhani, Shahab, Goodarzi, Ahmad. (1399). 'A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?', سامانه مدیریت نشریات علمی, 9(1), pp. 183-211. doi: 10.22054/ilt.2020.51449.482
Moradkhani, Shahab, Goodarzi, Ahmad. A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?. سامانه مدیریت نشریات علمی, 1399; 9(1): 183-211. doi: 10.22054/ilt.2020.51449.482

A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?

Issues in Language Teaching
مقاله 7، دوره 9، شماره 1، شهریور 2020، صفحه 183-211    اصل مقاله (914.54 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2020.51449.482
نویسندگان
Shahab Moradkhani* ؛ Ahmad Goodarzi
Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah, Iran
چکیده
Even though many classroom-based studies reported the possible advantages of oral corrective feedback (OCF) for language learning, little information is available about teachers’ beliefs about OCF in classrooms and its relationship with their experience. This study attempted to compare the stated beliefs and classroom practices of three female English as Foreign Language (EFL) teachers about OCF. In so doing, data was collected through video-recording three sessions of their teaching procedure and the follow-up stimulated recall interviews. The results of the study showed that irrespective of their teaching experience, the participating teachers unanimously believed that provision of OCF in the class is of prime importance. However, the use of all types of OCF practices was just observable in experienced teachers’ classes and the novice one preferred the duality of explicit correction and metalinguistic feedback and did not provide any recasts and elicitations. It was also found that learner-related issues seemed to be working within the limits of teaching experience in shaping the three teachers’ beliefs about providing OCF practices. Moreover, the novice teacher showed to resort to her own language learning in justifying her OCF practices. Implications of the findings are discussed and some suggestions are provided for further research.
کلیدواژه‌ها
errors؛ oral corrective feedback؛ teachers’ beliefs؛ teaching experience
آمار
تعداد مشاهده مقاله: 1,265
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