{"title":"学生的口头纠正反馈信念对教师重要吗?","authors":"Xuan Van Ha","doi":"10.1093/elt/ccac044","DOIUrl":null,"url":null,"abstract":"This study explores the impact of students’ beliefs on teachers’ beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students’ feedback beliefs, and follow-up experiential learning activities through reflective practice for eight weeks. Data were collected from multiple sources over eighteen weeks. The findings revealed that the teachers did not explicitly acknowledge the influence of their students’ beliefs, but the comments in the follow-up interviews and written reflections showed considerable changes in their views about the workability of immediate feedback, the appropriate choices of feedback types, and the interaction among contextual factors, learner factors, feedback types, and error types. These changes were in the direction of their students’ feedback preferences, which were also aligned with research recommendations. Implications for teacher professional development are discussed.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Do students’ oral corrective feedback beliefs matter to teachers?\",\"authors\":\"Xuan Van Ha\",\"doi\":\"10.1093/elt/ccac044\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores the impact of students’ beliefs on teachers’ beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students’ feedback beliefs, and follow-up experiential learning activities through reflective practice for eight weeks. Data were collected from multiple sources over eighteen weeks. The findings revealed that the teachers did not explicitly acknowledge the influence of their students’ beliefs, but the comments in the follow-up interviews and written reflections showed considerable changes in their views about the workability of immediate feedback, the appropriate choices of feedback types, and the interaction among contextual factors, learner factors, feedback types, and error types. These changes were in the direction of their students’ feedback preferences, which were also aligned with research recommendations. Implications for teacher professional development are discussed.\",\"PeriodicalId\":47776,\"journal\":{\"name\":\"Elt Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2022-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elt Journal\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1093/elt/ccac044\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccac044","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Do students’ oral corrective feedback beliefs matter to teachers?
This study explores the impact of students’ beliefs on teachers’ beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students’ feedback beliefs, and follow-up experiential learning activities through reflective practice for eight weeks. Data were collected from multiple sources over eighteen weeks. The findings revealed that the teachers did not explicitly acknowledge the influence of their students’ beliefs, but the comments in the follow-up interviews and written reflections showed considerable changes in their views about the workability of immediate feedback, the appropriate choices of feedback types, and the interaction among contextual factors, learner factors, feedback types, and error types. These changes were in the direction of their students’ feedback preferences, which were also aligned with research recommendations. Implications for teacher professional development are discussed.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.