Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction

Saudi Female EFL Teachers’ Cognition and Practices Regarding Online Corrective Feedback in Speaking Class

“…Such findings echo the results of previous studies (Atai and Shafiee, 2017;Mori, 2011;Shafiee, Nejadghanbar, & Parsaiyan, 2018). The study of Mori (2011), for example, clarified how the tacit beliefs of two English as a foreign language (EFL) in-service teachers shaped their CF practices in a Japanese context and how these types of beliefs are affected by social, cultural, personal, and experiential factors.…”

“…Most studies relating to this inquiry have been qualitative in nature with their focus on investigating teachers' stated beliefs about CF and their relation to classroom practices (Alkhammash & Gulnaz, 2019;Althobaiti, 2012). Only a few studies like those of Atai and Shafiee (2017), Mori (2011), andShafiee, Nejadghanbar, andParsaiyan (2018) have examined teachers' tacit beliefs about oral CF. Mori (2011) qualitatively analyzed how the tacit beliefs of two English as a Foreign Language (EFL) in-service teachers shaped their CF practices in a Japanese context and how these types of beliefs are affected by social, cultural, personal, and experiential factors.…”

“…Mori (2011) qualitatively analyzed how the tacit beliefs of two English as a Foreign Language (EFL) in-service teachers shaped their CF practices in a Japanese context and how these types of beliefs are affected by social, cultural, personal, and experiential factors. Another study was conducted by Atai and Shafiee (2017) to investigate the pedagogical knowledge base underlying the oral CF provided by three Iranian EFL teachers in grammar instruction. The authors inferred 19 categories that were classified into three major themes: "professional knowledge" (i.e., knowledge of form-focused instruction), "procedural knowledge" (i.e., knowledge of reactive focus-on-form in grammar lessons), and "personal knowledge" (i.e., knowledge of classroom management regarding oral CF).…”

The Degree of Teaching Knowledge for Saudi EFL Teachers: An Investigation for Madinah EFL Teachers' Perceptions Regarding TPACK Framework

“…The results indicated that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, some areas need development. Another study conducted by (Atai & Shafiee, 2017) investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. Content analysis of transcripts of stimulated rendering sessions revealed 19 pedagogical thought categories, assorted into three major themes of professional knowledge, procedural knowledge, and personal knowledge.…”

The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

“…Gurzynski-Weiss's (2010) also examined the impact of educational background (i.e., having an SLA degree or not) on the consistency between beliefs and practices of her participants and found that it did not have a major impact on this relationship. Alternatively, Atai and Shafiee (2017) investigated the effects of level of education (i.e., teachers with a BA degree vs an MA degree) on the beliefs of EFL teachers regarding the provision of OCF in grammar instruction. They found significant differences in the reported thought units of their teachers, concluding that educational background increased teachers' awareness level of CF.…”