Soruc, Adem;
Yuksel, Dogan;
Mckinley, Jim;
Grimshaw, Trevor;
(2024)
Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience.
The Language Learning Journal
10.1080/09571736.2024.2338346.
(In press).
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Abstract
This study highlights critical factors influencing English as a Foreign Language (EFL) teachers’ decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers’ individual differences–namely educational background, teaching experience, and additional training–and their decisions regarding OCF. EFL teachers in three Turkish universities each had three hours of their speaking classes recorded. A thematic analysis of stimulated recall interview data revealed that teachers’ decisions were influenced by learner-related, contextual, and teacher-specific factors. The teachers stated that they provided OCF because they believed that learners expected it. Learner-related factors such as emotions and low proficiency served as deterrents to OCF. Regarding the contextual factors, institutional expectations motivated the provision of OCF, while the nature of activities dissuaded teachers from administering OCF. The teacher factor most commonly cited as a stimulus for providing OCF was the inclination to elicit the correct form from students. The teachers were reluctant to provide OCF because they favoured delayed feedback at the end of the activity or lesson. Regression analysis of the video data revealed that only teaching experience contributed significantly to teachers’ decision-making. The role of teaching experience is discussed, and suggestions are made regarding the provision of OCF.
| Type: | Article |
|---|---|
| Title: | Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09571736.2024.2338346 |
| Publisher version: | http://dx.doi.org/10.1080/09571736.2024.2338346 |
| Language: | English |
| Additional information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Oral corrective feedback; teachers’ individual differences; teaching experience; classroom-based research; teachers’ decisions; EFL |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10191942 |
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