Exploring Native and Non-Native EFL Teachers’ Oral Corrective Feedback Practices: An Observational Study

Abstract

Commonly defined as L2 teachers' responses to learners' erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. However, how OCF preferences of English teachers vary in terms of their native-nonnative speaker status remains as an uncharted territory of inquiry specifically in an expanding-circle context. This study aims to reveal the differences between in-class OCF practices of native and non-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and to explore the cross-cultural influences that might affect these practices. To these ends, structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs. The findings of the observations showed that the NESTs' and NNESTs' in-class OCF practices differed considerably in terms of their tolerance of errors, preferred OCF types, the amount of OCF and different types of OCF to different types of errors. Moreover, the follow-up interview findings demonstrated some similar and different dispositions between the teacher groups concerning several dimensions (whether, how, when, and which errors should be corrected, and by whom) including the effect of teaching experience and teacher education on their OCFgiving patterns.

Investigating the Online Corrective Feedback to the University Students in Pakistan: A Pandemic Covid-19 Scenario

“…al., 2016;Ozmen & Aydin, 2015). Demir and Ozmen (2017) explored the oral corrective feedback practices of EFL teachers including both native and non-native. Findings of the observation indicated English speaking teachers whether native or non-native had dissimilar oral corrective feedback practices in EFL classrooms in terms of favored oral corrective feedback types, the quantity of oral corrective feedback and types of errors.…”

Artificial Intelligence Use in Feedback: A Qualitative Analysis

“…Feedback provides students with insights into their errors and on how to improve the expression and clarity of ideas (Starfield, 2019). While the advancement of technology has brought about innovative feedback modalities such as audio or video (Munshi & Deneen, 2018;Payne et al, 2022), there are inherent challenges in ensuring their efficacy and succinctness, especially when the feedback providers are NESB teaching staff (Bal-Gezegin, 2015;Demir & Özmen, 2017). Notably, NESB educators may often grapple in providing feedback with language and sentence structure (Starfield, 2019).…”

Investigating Corrective Feedback in Speaking Practice: Students’ Preferences

“…The provision of explicit CF can measure the learning progress which can be marked beyond the fewer error corrections given to the students. Another study conducted by Demir & Özmen (2017) who explore the CF preferences of native and nonnative English teachers in Turkey. The finding indicated that recast was more favorable than other types of CF.…”