A Comparison of Teacher Cognition and Corrective Feedback between University Graduates and Teachers Certified in English Language Teaching

Abstract

Abstract-This study attempted to investigate teachers certified in English language teaching (referred to as TCELTs hereafter) and university graduates' teacher cognition in respect to error correction strategies they applied in classroom which would offer an insightful analysis of teachers' pedagogical knowledge and how and why university graduates and TCELTs deal with the students' spoken errors in certain ways. A questionnaire, containing twenty ill-formed sentences along with the feedback, was developed to unearth university graduates and TCELTs' teacher cognition in relation to their corrective feedback strategies. A sound recorder was also utilized to record the proceedings of the class to be analyzed as the indication of their practice. The findings suggested that the university graduates and TCELTs held similar views regarding their stated beliefs towards different types of error correction strategies, whereas, university graduates had higher stated beliefs toward the corrective feedback and made more correction of their students' ill-formed sentences. Furthermore, the study indicated that both the TCELTs and university graduates had opposite perspectives concerning their beliefs vis-a-vis practices of error correction strategies. In addition, the study demonstrated that the TCELTs tended to make the corrections implicitly, whereas, university graduates were more willing to correct students' ill-formed sentences explicitly. Finally, this study suggests some pedagogical implications that teachers could follow to bridge the gulf between their stated beliefs and practices.

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

“…Their pedagogical approaches often reflect the knowledge they have acquired. The teachers firmly believe that the insights gained throughout their academic journey empower them to make informed judgments and decisions concerning both pedagogical methods and subject matter (Jafarigohar & Kheiri, 2015). The research findings presented by Couper (2019) elucidate that the effectiveness of teachers in delivering precise corrective feedback is markedly influenced by their level of knowledge and professional experience.…”