EXPLORING THE RELATIONSHIP BETWEEN THE BELIEFS AND PRACTICES OF INSTRUCTORS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL CLASSES: A CASE STUDY FROM TURKEY
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Abstract
Although many studies were conducted on stated beliefs and observed practices of oral corrective feedback (OCF) in language classes, relatively little is known about the actual relationship between them. Therefore, this study focused on the relationship between the teachers’ stated beliefs and observed practices of oral corrective feedback (OCF) to explore how beliefs and practices interact. The participants of the study were four Turkish EFL instructors coming from English Language Teaching (ELT) and Translation and Interpreting Studies. The data were collected through a questionnaire, classroom observations, and interviews. The results showed that the participants' stated beliefs and observed practices held some inconsistencies. These inconsistencies were explained by different factors stated by the participants during the stimulated recall sessions. The content knowledge of OCF and the proceduralization of this knowledge have been found to be the indicators of this inconsistency. In addition to highlighting these different factors on the study of OCF, this study presents the insights for the integration of OCF in EFL classes.
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