The Relationship between Oral Corrective Feedback Beliefs, Practices, and Influence of Prior Language Learning Experience of EFL Teachers: Multiple Case Studies

Abstract

Teacher cognition research has been the subject of scholarly investigation since the 1970s, but there has been a significant increase in research interest in this field in recent years. The beliefs of the language teacher are important factors in any specific classroom instructional decision, including the role and provision of oral corrective feedback (OCF). It is critical to comprehend the teacher’s mind and the influencing factors that shape the development of teacher beliefs, including teachers’ prior language learning experience. Through in-depth multiple case analysis, using multiple evidence, including in-depth interviews, scenario ratings, stimulated recalls, and classroom observation, the present study explored the facets of two English as a foreign language (EFL) teachers’ OCF beliefs and practices to provide more relevant and rich insights into how prior language learning experience and context interact in the development of teacher beliefs and impact their instructional practice. The findings of the case studies revealed, first, the beliefs of language teachers, which are complex in nature, and several beliefs regarding OCF have been expressed by the teachers. Second, although there is a relationship between teachers’ stated beliefs and classroom practices, different trajectories of the beliefs and practices in relation to OCF were also unfolded, and several mismatches between teachers’ beliefs and practices were found. Third, language teachers’ beliefs and their classroom practices were influenced by the language learning experience of the teachers as language learners. The study concluded with conceptual and pedagogical implications.