The impact of a professional development program on EFL teachers’ beliefs about corrective feedback

Ha, Xuan Van; Murray, Jill

doi:10.1016/j.system.2020.102405

Cited by 42 publications

(18 citation statements)

References 39 publications

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“…Teacher beliefs have been shown to influence their classroom behaviors, and understanding teachers' beliefs is important because it helps to understand teachers' teaching practices (Borg, 2003 ; Ha and Nguyen, 2021 ). In the context of teacher education, beliefs are considered to be an essential element in teacher learning (Borg, 2011 ; Ha and Murray, 2021 ). Various studies have investigated teacher beliefs about teaching, learning and learners, subjects, and self as a teacher (Calderhead, 1996 ; Borg, 2003 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Reynolds

Liu

Ha³

et al. 2021

Front. Psychol.

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Language teacher beliefs have received increasing research attention for the past few decades. However, little is known about the beliefs of pre-service teachers in the pre-primary English as a foreign language (EFL) education context. This qualitative case study extends this line of inquiry by investigating the trajectory of student teachers' beliefs about teaching English to pre-primary learners in Macau within a teacher education course. The participants included 60 pre-service teachers taking an English Language Activities course in their third year of a 4-year Bachelor of pre-primary education program. The data comprised written reflections collected at three points in time during the 16-week course: at the beginning of the course, mid-way through the course, and at the end of the course. The findings showed five broad themes, constituted from 15 subthemes, regarding (1) learners and learning, (2) teaching, (3) subject, (4) self, and (5) learning to teach. The major themes have been documented in the literature, but several subthemes were identified for the first time in the context of pre-primary EFL teacher education. More importantly, the findings revealed that some of the subthemes were newly shaped and several subthemes were reshaped as a consequence of taking the course. The findings were interpreted in relation to the content of the course, the experiential learning opportunities, the pre-service teachers' prior experiences of language learning and teaching, and the local language teaching and learning context. Implications for pre-service teacher education programs are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Reynolds

Liu

Ha³

et al. 2021

Front. Psychol.

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“…That is the tension between teachers’ beliefs about the need for and importance of teaching STEM and their concerns about the overall teaching goals for their students and for themselves. This tension might result from the local socio-cultural contexts of teaching and learning ( Guerra and Wubbena, 2017 ; Ha, 2021 ; Ha and Murray, 2021 ; Ha et al., 2021 ; Hallinger et al., 2021 ; Tran et al., 2021a , b ; Tran et al., 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Challenges to STEM education in Vietnamese high school contexts

Le¹,

Tran

Tran³

2021

Heliyon

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STEM education has been considered foundational to economic growth by many countries. It has received great attention from various educational systems, but the actual implementation has triggered several problems, especially in developing countries in Asia. This qualitative study investigated the challenges to STEM education in public high schools in Vietnam. The participants were ten experienced teachers from ten different schools in a Vietnamese central province. The data were collected from in-depth semi-structured interviews. Analysis of the transcripts of the interview recordings showed that the teachers faced many challenges regarding their interdisciplinary knowledge and teaching methods, curriculum, practical constraints, and beliefs about effective STEM education. Notably, the findings concerning the teachers' beliefs about effective STEM education and the tension between their beliefs and the teaching goals were closely related to the local cultural values and the expectations of the schooling system. The findings of the study were discussed in relation to the local contextual factors and cultural values. Implications for teacher pedagogy and professional development regarding STEM education for Vietnamese high school contexts, and beyond, are discussed.

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“…Zhang and Rahimi (2014) found that their undergraduate EFL students, regardless of their anxiety level, preferred immediate CF to delayed CF, while the students in Zhu and Wang's (2019) study held a negative view of delayed CF. These studies suggest a tentative conclusion that students generally prefer immediate CF to delayed CF, but the conflicting views between SLA researchers and L2 educators regarding optimal CF timing (Ellis, 2017;Ha & Murray, 2021) warrant further research for a more nuanced understanding of students' beliefs and more persuasive pedagogical implications in this regard (Quinn & Nakata, 2017).…”

Section: Students' Beliefs About Oral Corrective Feedbackmentioning

confidence: 91%

“…In Vietnam there has long existed a conflict between the macro-level curriculum objectives and the approach to testing. The national English language education curriculum aims to help students to obtain a preliminary level of English upon graduation (Level B1, Common European Framework), but the actual teaching and learning remains highly test-driven (Ha & Murray, 2021). All the students are required to take a final national exam as part of their graduation requirements.…”

Section: Contextmentioning

confidence: 99%

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

Murray

Riazi

2021

10.14746/ssllt

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This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

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The impact of a professional development program on EFL teachers’ beliefs about corrective feedback

Cited by 42 publications

References 39 publications

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Challenges to STEM education in Vietnamese high school contexts

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

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