Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

Alzeebaree, Yaseen; Ahmed, Hussein Ali; Hasan, Idrees Ali

doi:10.5539/ijel.v8n6p115

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…On the other hand, Gómez Argüelles et al (2019) found that EFL teachers preferred giving oral CF at the end of the class, due to viewing immediate CF as having the potential to hurt their students" feelings. Alzeebaree1 et al (2018) found that Kurdish EFL teachers preferred to give their students immediate CF on their spoken errors. The students studied by Ananda et al (2017) also considered immediate oral CF to be the most effective strategy, believing that delayed CF led them to forget their errors.…”

Section: Efl Learners' Preferences Of Oral Cfmentioning

confidence: 99%

EFL Learners’ Preferences of Corrective Feedback in Speaking Activities

Gamlo¹

2019

WJEL

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This study examines the preferences and perceptions of Saudi EFL learners concerning the use of Corrective Feedback (CF) during speaking activities. The participants consisted of sixty EFL pre-intermediate female learners in their preparatory year at the English Language Institute (ELI) in King Abdulaziz University in Saudi Arabia. The study utilized both quantitative and qualitative approaches, including a questionnaire to establish learners’ CF preferences when it came to the correction of errors during speaking activities, followed by interviews with ten learners to establish additional information on, and the reasons for, these preferences. The findings revealed that the students held a positive attitude to CF during speaking activities, strongly agreeing that their teachers’ CF could improve their speaking skills. The study also found that students preferred CF to be immediate and to be given by their teachers, who they considered the most qualified to provide such feedback. In addition, the majority of respondents favored receiving CF on their oral grammatical errors. This study provides beneficial information concerning students’ preferences towards the use of CF during speaking activities. This has the potential to contribute to EFL classroom practice, enabling teachers to reevaluate their instruction, particularly in relation to speaking skills, in order to improve speaking proficiency. Moreover, these results contribute to the literature focusing on EFL learners’ preferences when it comes to the use of the CF in English speaking classes in Saudi Arabia.

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Section: Efl Learners' Preferences Of Oral Cfmentioning

confidence: 99%

EFL Learners’ Preferences of Corrective Feedback in Speaking Activities

Gamlo¹

2019

WJEL

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“…Moreover, studies of oral corrective feedback should not focus solely on learning outcomes, but should also notice the learning process and make an attempt to identify the factors driving the effectiveness of oral corrective feedback (Jean & Simard, 2011). Other previous researches have examined teachers" beliefs about the time to give oral corrective feedback, such as Kurdish language teachers prefer to give their students immediate oral corrective feedback about their speaking errors (Alzeebareel et al, 2018). On the contrary, English foreign language students at a University in Thailand prefer their teachers to offer oral corrective feedback after completing their speaking task, claiming that this is the most effective time to correct speech errors (Papangkorn, 2015).…”

Section: Repetitionmentioning

confidence: 99%

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

Tarigan

Stevani

Ginting

et al. 2023

WJEL

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This research was to investigate Indonesian teachers’ beliefs about the application of oral corrective feedback in Indonesian students’ EFL classrooms. It was limited to oral corrective feedback given for lexical, phonological, and syntactical errors in English conversation class. The participants of this research were 36 English teachers and 65 Indonesian students of English as a foreign language. This research utilized both qualitative and quantitative approaches, including the use of a close-ended questionnaire, semi-structured interview, and audio-recording to find the effectiveness of oral corrective feedback on students’ errors in speaking skills. The data analysis revealed: (1) the grammatical errors in students’ oral proficiency, (2) the most type of English teachers’ oral corrective feedback, (3) the students’ uptake in speaking skills, (4) the analysis of the use of oral corrective feedback, (5) the kinds of the students’ error based on English teachers’ experiences, (6) the students’ self-awareness of language errors, (7) the way of English teacher when delivering oral corrective feedback, (8) the students’ reasons to use oral corrective feedback based on English teachers’ beliefs, and (9) English teachers’ motivations to use oral corrective feedback. These findings suggested that English teachers should understand the students’ diverse needs, concerns, and expectations toward error correction according to their level of language proficiency.

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“…Alzeebaree et al [37] conducted another research in an Iraqi environment to ascertain EFL teachers' beliefs about LA. He employed the questionnaire designed by Borg and Al-Busaidi [34] to obtain data from 116 EFL teachers (87 males and 29 females) with diverse academic and teaching backgrounds (diploma, bachelor's, master's, doctorate, as well as intermediate, secondary, and university levels).…”

Section: Teachers' Beliefs On Learner Autonomymentioning

confidence: 99%

Learner Autonomy: Algerian EFL Teachers’ Beliefs

Boudouaia

Cheriet

Khattala

et al. 2022

Education Research International

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Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers’ roles in promoting learner autonomy as well as in the latter’s role in enhancing the learning process. Furthermore, the findings indicated teachers’ desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. The investigation concluded with some suggestions.

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Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

Cited by 3 publications

References 20 publications

EFL Learners’ Preferences of Corrective Feedback in Speaking Activities

EFL Learners’ Preferences of Corrective Feedback in Speaking Activities

Oral Corrective Feedback and Error Analysis: Indonesian Teachers’ Beliefs to Improve Speaking Skill

Learner Autonomy: Algerian EFL Teachers’ Beliefs

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