EFL Teachers’ Written Corrective Feedback: Beliefs And Practices = Quan điểm và thực tiễn của giáo viên ngoại ngữ về phản hồi sửa lỗi bằng văn bản

Tóm tắt

Written corrective feedback (WCF) is a commonly used method to support the writing processes of second language (L2) learners and enhance their written output. Despite the existing body of research on WCF, there is limited understanding of teachers' beliefs regarding WCF and how these beliefs influence their teaching practices. To address this gap, a study using a mixed-methods design was conducted to examine the beliefs and practices of four high school teachers in a Vietnamese public high school. Through semi-structured interviews and analysis of WCF from 40 student texts, it was discovered that the teachers used an unfocused approach to offering feedback, with a greater emphasis on local issues like vocabulary. The primary form of WCF employed by the teachers tended to be direct strategies. Furthermore, the study revealed the nuanced relationship between beliefs and practices, showing both matches and mismatches. While the teachers' beliefs aligned with their feedback scope, there were discrepancies between their beliefs and practices concerning feedback focus and strategies. This research contributes to a deeper understanding of EFL teachers' beliefs and practices regarding WCF within the local context and offers valuable insights that can be utilized to enhance teachers' feedback provision.