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High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus

  • Xuan Van Ha ORCID logo EMAIL logo
Veröffentlicht/Copyright: 6. Juni 2022
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 61 Heft 4

Abstract

Teachers’ oral corrective feedback (CF) may be influenced by the communication orientation of the lessons, but little research has taken lesson focus into account when examining the relationship between teachers’ CF beliefs and practices. This study explores teachers’ CF beliefs, practices, and the relationship between the two constructs in Vietnamese high school EFL classrooms. The study also compares and contrasts the teachers’ CF practices in relation to two opposing lesson types in terms of communication orientation. The participants were ten experienced EFL teachers from two public high schools. Analysis of audio-recorded in-depth interviews and video and audio-recorded classroom observations (n = 20 lessons, 15 h) showed a strong relationship between the lesson focus and the teachers’ practices in various aspects of feedback provision. The teachers’ beliefs were reflected more consistently in grammar lessons (where the teaching is more form-focused) than in speaking lessons (where the teaching is more meaning-focused). There was also a difference in the teachers’ CF strategies used between the two lesson types. This difference could be explained by the teachers’ background and the difference in the predictability of the learning activities and learner contributions.

Keywords: feedback practices; high school EFL classrooms; lesson focus; oral corrective feedback; teacher beliefs; Vietnamese EFL
Corresponding author: Xuan Van Ha, Department of Linguistics, Macquarie University, Sydney, Australia; and Department of Foreign Languages, Ha Tinh University, Ha Tinh, Vietnam, E-mail:

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Received: 2021-12-05
Accepted: 2022-05-21
Published Online: 2022-06-06
Published in Print: 2023-11-27

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
  4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
  5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  6. Listener engagement: the missing link in research on accented speech
  7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
  8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
  9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
  10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
  11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
  12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
  13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
  14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
  15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
  16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
  18. The role of working memory in the effects of models as a written corrective strategy
  19. Comparing motivational features between feedback givers and receivers in English speaking class
  20. Examining resilience in EFL contexts: a survey study of university students in China
  21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
  22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
https://doi.org/10.1515/iral-2021-0213
Schlagwörter für diesen Artikel
feedback practices; high school EFL classrooms; lesson focus; oral corrective feedback; teacher beliefs; Vietnamese EFL

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
  4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
  5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  6. Listener engagement: the missing link in research on accented speech
  7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
  8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
  9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
  10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
  11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
  12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
  13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
  14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
  15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
  16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
  18. The role of working memory in the effects of models as a written corrective strategy
  19. Comparing motivational features between feedback givers and receivers in English speaking class
  20. Examining resilience in EFL contexts: a survey study of university students in China
  21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
  22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
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