Uludağ Onur
Department of Foreign Languages Education, Afyon Kocatepe University, Afyonkarahisar, Türkiye.
Heliyon. 2024 Apr 10;10(8):e29507. doi: 10.1016/j.heliyon.2024.e29507. eCollection 2024 Apr 30.
This study investigated the relationship between the EFL teachers' beliefs about oral. corrective feedback (OCF) and their actual teaching practices in the context of. synchronous computer-mediated communication (SCMC). It aimed to understand the. extent of in/consistency between the teachers' OCF practices and beliefs. regarding the significance of OCF, types of OCF strategies and the types of errors. receiving OCF.Data were collected through two instruments: observations for the. purpose of exploring the teachers' actual OCF practices and a questionnaire to. uncover OCF beliefs.It was found that the teachers expressed strong beliefs. about their awareness of the significance of OCF, which, however, was not. reflected in the frequency of OCF provision. The results also indicated that recasts. were the most frequently employed form of feedback, which is in line with the overall. preferences reported by the teachers in the questionnaire. Additionally, the teachers considered. pronunciation errors the most significant target of OCF. Nevertheless, vocabulary errors had a substantially higher frequency of corrections. It was also noted that the. teachers stated to adapt their OCF provision in SCMC contexts compared to F2F. classroom settings. The observed in/consistencies were discussed considering the. impact of various belief systems on classroom behaviors and several contextual factors.
本研究调查了在同步计算机介导交流（SCMC）情境下，外语教师关于口头纠正性反馈（OCF）的信念与其实际教学实践之间的关系。其目的是了解教师的OCF实践与信念之间在OCF的重要性、OCF策略类型以及接受OCF的错误类型方面的一致/不一致程度。通过两种工具收集数据：用于探索教师实际OCF实践的观察以及用于揭示OCF信念的问卷。研究发现，教师表达了对OCF重要性的强烈信念，然而，这并未反映在OCF提供的频率上。结果还表明，重述是最常采用的反馈形式，这与教师在问卷中报告的总体偏好一致。此外，教师认为发音错误是OCF最重要的目标。然而，词汇错误的纠正频率要高得多。研究还指出，与面对面课堂环境相比，教师表示在SCMC环境中会调整他们的OCF提供方式。考虑到各种信念系统对课堂行为的影响以及几个情境因素，对观察到的一致/不一致情况进行了讨论。
