EFL Teacher’s Beliefs and Classroom Practice on Oral Corrective Feedback: A Case Study at an English Classroom at a Senior High School in Surakarta

Denita Noor Aliya Kuri

Abstract

This study examined the EFL teacher’s beliefs and classroom practice on oral corrective feedback regarding the amount, type, and timing of oral corrective feedback. This study applied a case study as the research method. This study took place in one of the high schools in Surakarta. The participant of the study is an EFL teacher. The researcher applied semi-structured interviews to discover the teacher’s beliefs on oral corrective feedback regarding the amount, type, and timing. The researcher also observed the teacher’s practice in performing oral corrective feedback in the class. This research applied interactive model analysis to analyze the data. The finding from interviews was that the teacher did not correct the students frequently and preferred metalinguistic feedback and delayed feedback. In practice, the teacher corrected the student frequently, performed mainly recasts, and put mostly delayed feedback. The findings revealed a discrepancy between the teacher’s beliefs and their practices regarding the amount and type, but consistency in the timing of oral corrective feedback used. This research highlights the importance for EFL teachers to reflect on their beliefs and align their practices with appropriate and effective oral corrective feedback strategies in the classroom.

Keywords

Teacher’s beliefs; classroom practice; oral corrective feedback; case study; EFL teacher

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DOI: https://doi.org/10.20961/ee.v11i3.73327

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