Thai EFL Teachers’ Beliefs and Thai EFL Students’ Beliefs in Oral Corrective Feedback

Kittiya Phisutthangkoon

Authors

Kittiya Phisutthangkoon Rajamangala University of Technology Srivijaya

Keywords:

Keywords: teachers’ beliefs, students’ beliefs, oral corrective feedback

Abstract

Abstract

Understanding both teachers’ and students’ beliefs in oral corrective feedback (OCF) enables teachers to conduct their language instruction effectively. The present study explored teacher’s and students’ beliefs regarding oral corrective feedback (OCF) in many aspects as well as investigated whether there were any significant differences between teachers and students’ beliefs regarding OCF. The study employed mixed methods research. The sample of the study were 62 teacher participants and 164 student participants. Drawing upon a mixed -method approach based on questionnaire and semi-structured interviews, the results revealed that the majority of both teachers and students believed that OCF were beneficial for improving students’ L2 learning and their speaking skills and it should be done in a friendly approach. Mispronounced errors and the use of wrong vocabulary were should be corrected first to avoid miscommunication. Teacher correction and self- correction were viewed as the most beneficial type of correctors. Delayed feedback was effective for improving students’ flow of speech. Recast and explicit correction were beneficial to students whereas clarification request was found to be the least preference from their views. There was a significant difference in overall scores between the teachers’ beliefs ( = 3.69, S.D.= .315) and the students’ beliefs (= 3.90, S.D. = .439), t (152.63) = -3.95, p < 0.001 with the effect size=0.5. Students’ mean scores were more positive than that of teachers in many aspects including correcting all errors, correcting grammar errors, using peer correction, using immediate OCF ,and using metalinguistic feedback.

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