EFL Teachers' Beliefs and Practices in Using Teacher Written Corrective Feedback on Students' Writing

Nur Hidayah, Suparno Suparno, Sri Haryati

Abstract

This study is a case study investigating two EFL teachers’ beliefs and practices regarding teacher written corrective feedback (WCF) on their students’ writing in a governmental senior high school in Indonesia, using questionnaire, semi-structured interviews, document analysis, and teachers’ think-aloud protocols. The results show that both teachers’ actual WCF practices used four types of WCF, which are direct corrective feedback, indirect CF, metalinguistic CF, and unfocused (comprehensive) CF, despite the way they deliver WCF is different. They provided WCF on all five aspects (grammar, vocabulary, content, mechanics, and organization), however, their WCF’s distribution was unequal and they emphasized on different aspects. Several teachers’ beliefs align/correspond with their actual practices, while the others result misalign. The teachers’ beliefs on WCF differ from each other depending on several factors related to the teachers themselves (e.g. learning and teaching experiences), their workload, time constraints, and students’ proficiency level which might contribute to the (mis)alignment of their beliefs and actual practices. Therefore, teachers’ beliefs might not always be reflected on their actual practices. This study implies that the teachers need to take professional training related to WCF and they are suggested to cooperate with students to achieve the goals of teacher written corrective feedback.

Keywords

EFL Teachers, Teacher Beliefs, Teacher Cognition, Teacher Practices, Teacher Written Corrective Feedback

Full Text:

PDF

References

Alkhatib, N. (2015). Written corrective feedback at a Saudi university: English language teachers' beliefs, students' preferences, and teachers' practices [Doctoral Dissertation, University of Essex]. Research Repository University of Essex. http://repository.essex.ac.uk/id/eprint/15382 Al Bakri, S. (2016). Written corrective feedback: Teachers' beliefs, practices and challenges in an Omani context. Arab Journal of Applied Linguistics, 1(1), 44–73. http://www.arjals.com/ojs/index.php/Arjals2016 Al Shahrani, A., & Storch, N. (2014). Investigating teachers' written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and students' preferences?. Australian Review of Applied Linguistics, 37(2), 101-122. https://doi.org/10.1075/aral.37.2.02als Arifin, Z. (2020). An Analysis of written feedback from teachers on the writing of students’ composition. Language-Edu, 9(1), 1-10. https://core.ac.uk/download/pdf/287229405.pdf Balachandran, A. (2018). Perspectives and Practices Regarding Written Corrective Feedback in Swedish Context: A Case Study [Independent Thesis Advanced Level, Stockholm University]. Digitala Vetenskapliga Arkivet. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1183501&dswid=7219 Barnard, R., & Burns, A. (2012). Researching language teacher cognition and practice: International case studies. Multilingual Matters. https://www.multilingual-matters.com/page/detail/?k=9781847697905 Borg, M. (2001). Key concepts in ELT. Teachers' beliefs. ELT Journal, 55(2), 186-188. https://doi.org/10.1093/elt/55.2.186 Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903 Bowles, M. A. (2010). The Think-Aloud Controversy in Second Language Research. Routledge. https://doi.org/10.4324/9780203856338 Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson. Ellis, R. (2008). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023 Evans, N. W., Hartshorn, K. J., & Tuioti, E. A. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463. https://doi.org/10.1177/1362168810375367 Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics, pp. 81-104). Cambridge: Cambridge University Press. Guénette, D., & Lyster, R. (2013). Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers. The Canadian Modern Language Review, 69(2), 129–153. https://doi.org/10.3138/cmlr.1346 Hyland, K. (2003). Second Language Writing (Cambridge Language Education). Cambridge University Press. https://doi.org/10.1017/CBO9780511667251 Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69–85. https://doi.org/10.1016/j.jslw.2007.10.001 Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. ELT Journal, 63(1), 13–22. https://doi.org/10.1093/elt/ccn010 Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119. http://doi:10.1017/S0261444812000390 Li, H., & He, Q. (2017). Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback. English Language Teaching, 10(3), 63-73. http://dx.doi.org/10.5539/elt.v10n3p63 Mulati, D. F. (2019). Teachers' Beliefs and Practices in Providing Written Corrective Feedback on Students' Writing: A Case Study at Secondary School in Lampung [Thesis, Sebelas Maret University]. Digital Library UNS. https://digilib.uns.ac.id/ Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307 Paris, N., Ngonkum, S., & Nazaruddin, R. (2017). Types of Written Corrective Feedback: Overview of Teachers' Implementation in Indonesia. In ASEAN/Asian Academic Society International Conference Proceeding Series, 255-262. http://aasic.org/proc/aasic/article/view/300 Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002 Yin, R. K. (2002). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. Zheng, H. (2015). Approaching Teachers' Beliefs from the Perspective of Complexity Theory. In Teacher beliefs as a complex system: English language teachers in China (pp. 13-41). Springer, Cham. https://doi.org/10.1007/978-3-319-23009-2_2

Refbacks

  • There are currently no refbacks.