Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices

Couper, Graeme

doi:10.1016/j.system.2019.04.003

Cited by 35 publications

(32 citation statements)

References 31 publications

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“…Such studies were carried out with teachers in primary schools ( Farrell and Lim, 2005 ), secondary schools ( Ng and Farrell, 2003 ), high schools ( Mitchell, 2005 ), and tertiary settings ( Sun, 2017 ), and they have examined topics ranging from beliefs about, for example, teachers’ roles ( Anstrom, 2003 ), communicative language teaching ( Sugiyama, 2003 ), teaching methods ( Tucker, 2001 ), and students’ needs ( Gilliland, 2015 ). The inconsistency between teacher cognition and practice is also identified in the research in a number of areas ( Richards, 1998 ) in mainstream education ( Fang, 1996 ), literacy education ( Cummins et al, 2004 ), second/foreign language teaching ( Xiang and Borg, 2014 ; Sun, 2017 ), and the teaching of specific skills in English as a foreign language, including grammar ( Graus and Coppen, 2016 ), writing ( Zhang, 2016a , b ), reading ( Vaish, 2012 ), vocabulary ( Gerami and Noordin, 2013 ), corrective feedback on oral communication ( Zhang and Rahimi, 2014 ; Rahimi and Zhang, 2015 ), speaking ( Baleghizadeh and Nasrollahi Shahri, 2014 ), pronunciation ( Buss, 2016 ), and corrective feedback on pronunciation ( Cooper, 2019 ). The degree of inconsistency, from partial congruence to clear divergence, with a low positive relationship or limited correspondence, is also reported in the research.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

2020

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The sudden global outbreak of COVID-19 in late 2019 has led to thriving online teaching, including the teaching of languages, across the world. As the online teaching of English-as-a-foreign-language (EFL) in Chinese universities is facing new challenges, EFL teachers have been positively exploring new solutions. To understand how EFL teachers were coping with the challenges, we set up this research as part of a larger study to examine EFL teachers' cognitions about online teaching in response to the disruption of normal teaching plans. We did so by taking a qualitative approach through analyzing in-depth interviews with three EFL teachers from a Chinese university. Through thematic analysis we found that teachers had clear cognitions about features, advantages, and constraints of online EFL teaching and that they acquired information and communication technology (ICT) literacy through understanding students' learning needs, online teaching practice, and the necessity of integrating traditional classroom teaching methods into online delivery. We conclude this study with a discussion on its pedagogical implications for similar contexts or colleagues facing similar challenges in other parts of the world.

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Section: Literature Reviewmentioning

confidence: 99%

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

2020

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“…Language teacher cognition (Borg, 2003) in WCF practice refers to the unobservable cognitive dimensions of what teachers know, believe in, and think of when giving feedback to students' written assignments. Teachers' beliefs play an important role in their choices of instructional practice (Couper, 2019) and therefore, guide their thoughts and behaviors in the feedback practice (Borg, 2006). Teachers' schooling experiences as language learner, their professional training, classroom practices as novice teachers, and contextual factors such as exam, time, curriculum, and colleagues' pressures influence their beliefs and behavior (Borg, 2003).…”

Section: Teacher Cognition and Teacher's Wcf Practicesmentioning

confidence: 99%

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

Wei

Cao

2020

Sage Open

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Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed.

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“…In cases of qualitative data gained from the interview, the thematic analysis was employed to analyse them. The findings regarding students' preferences for teachers' CF were compared with the teachers' practices presented in the previous chapter since the common characteristics of teachers' practices gained from various learning environment, EFL learning context (Ha & Murray, 2020;Hassan & Arslan, 2008;Haryanto, 2015;Katayama, 2007), ESL learning context (Couper, 2019;Ustaci, 2014;Calsiyao, 2015) illustrated the reliable sources to investigate the similarities and differences between students' preferences and teachers' practices on CF for pronunciation.…”

Section: Discussionmentioning

confidence: 99%

EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation

Nguyen

Luu

2021

IJSMS

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The existence of inconsistencies between teachers’ practices and learners’ preferences for feedback in pronunciation arise in a not greatly effective teaching and learning environment. The current study attempts to address this gap by examining the students’ perceptions of corrective feedback (CF) and the alignments between students’ preferences and teachers’ practices on CF for pronunciation in an EFL context, namely Vietnamese high school education. To this end, a questionnaire and a semi-structured interview were used as the research tools to gather data. The study highlighted the students’ positive perceptions about the values of teachers’ CF for their pronunciation development. In addition, both teachers and students share similarities in the values of students’ responsibility for error correction and segmental features as a choice of corrected errors and teachers as a source of CF. However, the mismatches between students’ preferences and teachers’ practices far outweighed the matches indicated a big challenge for teachers to develop problem-solving strategies. The implications for practical applications of teachers’ CF strategies are also presented.

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Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices

Cited by 35 publications

References 31 publications

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation

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