Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices

Gholami, Leila

doi:10.1080/09658416.2021.1943421

Cited by 9 publications

(5 citation statements)

References 66 publications

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“…In this regard, Mosek and Gilboa (2016) came to the conclusion that WF is useful in developing learners' writing abilities. Gholami (2022) observed that providing students with feedback on their class assignments dramatically improves their outcomes. Learners will get a thorough understanding of the ideas in this manner.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.

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Section: Introductionmentioning

confidence: 99%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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“…Likewise, written feedback is considered an effective tool for students to enhance their comprehension level. In this way, they may improve the existing gap in their knowledge (Gholami, 2022;Sarandi, 2020, cited in Patra et al, 2022.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Impact of Written Corrective Feedback Strategies on the Writing Proficiency of Senior High School Students

Rasool,

Abbasi,

Gao

et al. 2024

IJEW

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Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. This study aims to investigate the effects of direct WCF, indirect WCF, and metalinguistic explanation on the past simple tense acquisition of senior high school learners in Pakistan. Much research has been conducted involving adults, while little has been done to consider senior high school students in this regard. This study has been aimed to explore the effects of direct WCF, indirect WCF and metalinguistic explanation on the writing performance of senior high school students in Pakistan. Students were divided into four groups, each with one type of feedback, including group four as the control group with no feedback. All four groups had written narration on a given picture and were treated by mentioned feedback. After that, results were compared to look for effective feedback type. After writing task, a survey and interview were conducted to explore students’ perceptions about WCF and WCF strategies. The study found that learners want feedback from their teachers and prefer direct feedback and Metalinguistic explanation. This research has been planned to help learners in their early stage through WCF learn a second language and form a strong linguistic base that will help them construct grammatically correct sentences and compositions.

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“…Notably, some researchers have reported discrepancies within the belief-practice praxis (Bai & Yuan, 2019;Gholami, 2022;Nugroho & Mutiaraningrum, 2020). For example, some teachers may hold the belief of reducing language learning anxiety, but they may scold some students when they did not spell the words correctly in the actual classroom (Bai & Yuan, 2019).…”

Section: Links Between Beliefs and Practicesmentioning

confidence: 99%

“…Teachers' beliefs represent an intricate and interconnected system of personal and professional knowledge that provides tacit principles and cognitive guides for lived experiences. To date, much research has conceptualized the construct of teacher beliefs (Farrell, 2019), explored the factors that affect teacher beliefs (Gorter & Arocena, 2020;Lorenz et al, 2021), and how these beliefs might impede or mediate engagement with educational reform policy (Gholami, 2022). Nevertheless, relatively little attention has been paid to the relationship between the beliefs and practices of native English as a foreign language (EFL) teacher at the university level, particularly with regard to their teaching of L2 speaking in a Chinese context.…”

Section: Introductionmentioning

confidence: 99%

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Wang

Lam

2023

Indonesian J. Appl. Linguist.

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Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.

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Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices

Cited by 9 publications

References 66 publications

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

Assessing the Impact of Written Corrective Feedback Strategies on the Writing Proficiency of Senior High School Students

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

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