EXPLORING THE RELATIONSHIP BETWEEN THE BELIEFS AND PRACTICES OF INSTRUCTORS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL CLASSES: A CASE STUDY FROM TURKEY

Abstract

Although many studies were conducted on stated beliefs and observed practices of oralcorrective feedback (OCF) in language classes, relatively little is known about the actualrelationship between them. Therefore, this study focused on the relationship between theteachers’ stated beliefs and observed practices of oral corrective feedback (OCF) to explorehow beliefs and practices interact. The participants of the study were four Turkish EFLinstructors coming from English Language Teaching (ELT) and Translation and InterpretingStudies. The data were collected through a questionnaire, classroom observations, andinterviews. The results showed that the participants' stated beliefs and observed practices heldsome inconsistencies. These inconsistencies were explained by different factors stated by theparticipants during the stimulated recall sessions. The content knowledge of OCF and theproceduralization of this knowledge have been found to be the indicators of thisinconsistency. In addition to highlighting these different factors on the study of OCF, thisstudy presents the insights for the integration of OCF in EFL classes.