Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback
Communication and Linguistics Studies
Volume 5, Issue 2, June 2019, Pages: 45-53
Received: May 20, 2019; Accepted: Jun. 17, 2019; Published: Jun. 29, 2019
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Ounis Tesnim, English Department, Faculty of Letters and Humanities of Sfax, University of Sfax, Sfax, Tunisia
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The objective of the present research paper is to describe the beliefs and the perceptions of Tunisian EFL teachers regarding the nature and the purpose of oral corrective feedback (OCF) used in teaching speaking. The method relies on the use of a questionnaire survey which is made up of seven items. 20 EFL teachers participated in this study and they were invited to fill in the questionnaire which seeks to elicit their opinions and preferences concerning the particular type of feedback they deliver as a response to their students’ spoken errors. The results of the study found out that EFL teachers hold positive attitudes towards OCF, as the majority of the informants seem to embrace the benefits of OCF and its importance in the language learning process. However, the findings show that the respondents’ opinions concerning the timing of using OCF, its impact on developing speaking skills and on learners’ feelings and emotions vary significantly. The results also display some discrepancy in teachers’ responses to some items and reveal that the dominant types of OCF used in teaching speaking were explicit correction, recasts and elicitation.
Oral Corrective Feedback, Teachers’ Perceptions, Speaking, Types of Corrective Feedback
To cite this article
Ounis Tesnim, Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback, Communication and Linguistics Studies. Vol. 5, No. 2, 2019, pp. 45-53. doi: 10.11648/j.cls.20190502.12
Copyright © 2019 Authors retain the copyright of this article.
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