Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-28T13:13:56.505Z Has data issue: false hasContentIssue false

26 - Teachers’ and Students’ Beliefs and Perspectives about Corrective Feedback

from Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences

Published online by Cambridge University Press:  26 February 2021

By
YouJin Kim  and
Tamanna Mostafa
Edited by
Hossein Nassaji  and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
Get access

Summary

The current chapter focuses on two main stakeholders of corrective feedback: teachers and learners, and it discusses whether and how teachers’ and learners’ beliefs or attitudes toward corrective feedback impact the effectiveness of corrective feedback. Previous research on both oral and written corrective feedback is reviewed. In terms of teachers’ beliefs of corrective feedback and their feedback practices, some research findings showed that teachers’ beliefs are not always in line with their actual classroom practices related to the use of different types of oral corrective feedback. Learners’ beliefs about the effectiveness of corrective feedback, particularly written corrective feedback, were found to be an important factor of learner engagement with corrective feedback. Recent corrective feedback research claims that teacher and learner beliefs are not static. Accordingly, the current literature review shows methodological changes over time, capturing the situational and dynamic patterns of learners’ and teachers’ beliefs about corrective feedback. The overall findings suggest that teachers’ and learners’ beliefs about CF are multifaceted and could be impacted by various contextual factors.

Keywords

oral corrective feedbackwritten corrective feedbackteacher beliefslearner beliefsperception
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 561 - 580
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agudo, J. D. D. M. (2014). Beliefs in learning to teach: EFL student teachers’ beliefs about corrective feedback. Utrecht Studies in Language and Communication, (27), 209.Google Scholar
Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73.CrossRefGoogle Scholar
Alshahrani, A. & Storch, N. (2014). Investigating teachers’ written corrective feedback practices in a Saudi EFL context. Australian Review of Applied Linguistics, 37(2), 101–122.Google Scholar
Amrhein, H. R. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers think is right and why? Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquee, 13(2), 95–127.Google Scholar
Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243–272.CrossRefGoogle Scholar
Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259–270.Google Scholar
Bitchener, J. & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.Google Scholar
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31.Google Scholar
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.Google Scholar
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60.CrossRefGoogle Scholar
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.Google Scholar
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337.Google Scholar
Cathcart, R. L. & Olsen, J. E. W. B. (1976). Teachers’ and students’ preferences for correction of classroom conversation errors. In Fanselow, J. F. & Crymes, R. (eds.), On TESOL 76 (pp. 41–53). Washington, DC: TESOL.Google Scholar
Dilāns, G. (2016). Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice. Language Teaching Research, 20(4), 479–497.CrossRefGoogle Scholar
Dong, Z. (2012). Beliefs and practices: A case study on oral corrective feedback in the teaching Chinese as a foreign language (TCFL) classroom. MA thesis, Arizona State University.Google Scholar
Ellis, R. (2008). Learner beliefs and language learning. Asian EFL Journal, 10(4), 7–25.Google Scholar
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23.Google Scholar
Grami, M. (2005). The effect of teachers’ written feedback on ESL students’ perception: A study in a Saudi ESL university-level context. Annual Review of Education, Communication and Language Sciences, 1–12.Google Scholar
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142.Google Scholar
Han, Y. & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44.Google Scholar
Junqueira, L. & Kim, Y. (2013). Exploring the relationship between training, beliefs, and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher. Canadian Modern Language Review, 69(2), 181–206.Google Scholar
Junqueira, L. & Payant, C. (2015). “I just want to do it right, but it’s so hard”: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19–36.Google Scholar
Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206–219.Google Scholar
Kamiya, N. & Loewen, S. (2014). The influence of academic articles on an ESL teacher’s stated beliefs. Innovation in Language Learning and Teaching, 8(3), 205–218.Google Scholar
Kang, E. & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99(1), 1–18.Google Scholar
Kartchava, E. & Ammar, A. (2013). Learner beliefs as mediator of what is noticed and learned in language classrooms. TESOL Quarterly, 48(1), 86–109.Google Scholar
Kennedy, M. (1997). The connection between research and practice. Educational Researcher, 26, 4–12.Google Scholar
Larsen-Freeman, D. (2011). Complex dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202–214.Google Scholar
Lee, E. J. E. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217–230.Google Scholar
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285–312.Google Scholar
Lee, I. (2008). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13–22.Google Scholar
Leki, I. (2006). “You cannot ignore”: Graduate L2 students’ experience of and response to written feedback practices within their disciplines. In Hyland, K. & Hyland, F. (eds.), Feedback in ESL writing: Contexts and issues (pp. 266–285). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Leontjev, D. (2016). Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback: A sociocultural perspective. International Journal of Applied Linguistics, 167(1), 46–77.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365.Google Scholar
Li, S. (2017). Teacher and learner beliefs about corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 143–157). New York: Routledge.Google Scholar
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93(1), 91–104.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.Google Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recast, responses, and red herrings? Modern Language Journal, 82, 338–356.CrossRefGoogle Scholar
Min, H. T. (2013). A case study of an EFL writing teacher’s belief and practice about written feedback. System, 41(3), 625–638.Google Scholar
Montgomery, J. L. & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2), 82–99.CrossRefGoogle Scholar
Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451–467.Google Scholar
Nassaji, H. (2011). Immediate learner repair and its relationship with learning targeted forms in dyadic interaction. System, 39, 17–29.Google Scholar
Oladejo, J. A. (1993). Error correction in ESL: Learner’s preferences. TESL Canada Journal, 10(2), 71–89.Google Scholar
Oskoz, A. & Liskin-Gasparro, J. (2001). Corrective feedback, learner uptake, and teacher beliefs: A pilot study. In Oskoz, A. & Liskin-Gasparro, J. (eds.), The past, present, and future of second language research (pp. 209–228). Somerville, MA: Cascadilla Press.Google Scholar
Ozmen, K. S. & Aydın, H. Ü. (2015). Examining student teachers’ beliefs about oral corrective feedback: Insights from a teacher education program in Turkey. Australian Journal of Teacher Education, 40(12), 141–164.Google Scholar
Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390.Google Scholar
Rahimi, M. & Zhang, L. J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122.Google Scholar
Rassaei, E. (2015). The effects of foreign language anxiety on EFL learners’ perceptions of oral corrective feedback. Innovation in Language Learning and Teaching, 9(2), 87–101.Google Scholar
Roothooft, H. (2014). The relationship between adult EFL teachers’ oral feedback practices and their beliefs. System, 46, 65–79.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In Norris, J. & Ortega, L. (eds.). Synthesizing research on language learning and teaching (pp.133–164). Amsterdam: John Benjamins.Google Scholar
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343–364.CrossRefGoogle Scholar
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85(2), 244–258.Google Scholar
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In Mackey, A. (ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.Google Scholar
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303–334.Google Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327–369.CrossRefGoogle Scholar
Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421–443.CrossRefGoogle Scholar
Yang, J. (2016). Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error. System, 61, 75–86.Google Scholar
Zhang, L. J. & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×