Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback

Ounis Tesnim

doi:doi:10.11648/j.cls.20190502.12

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Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback

Ounis Tesnim

Published in Communication and Linguistics Studies (Volume 5, Issue 2)

Received: 20 May 2019 Accepted: 17 June 2019 Published: 29 June 2019

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Abstract

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.

Published in	Communication and Linguistics Studies (Volume 5, Issue 2)
DOI	10.11648/j.cls.20190502.12
Page(s)	45-53
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Oral Corrective Feedback, Teachers’ Perceptions, Speaking, Types of Corrective Feedback

References

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APA Style

Ounis Tesnim. (2019). Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Communication and Linguistics Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12

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ACS Style

Ounis Tesnim. Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Commun. Linguist. Stud. 2019, 5(2), 45-53. doi: 10.11648/j.cls.20190502.12

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AMA Style

Ounis Tesnim. Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Commun Linguist Stud. 2019;5(2):45-53. doi: 10.11648/j.cls.20190502.12

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@article{10.11648/j.cls.20190502.12,
  author = {Ounis Tesnim},
  title = {Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback},
  journal = {Communication and Linguistics Studies},
  volume = {5},
  number = {2},
  pages = {45-53},
  doi = {10.11648/j.cls.20190502.12},
  url = {https://doi.org/10.11648/j.cls.20190502.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20190502.12},
  abstract = {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.},
 year = {2019}
}

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TY  - JOUR
T1  - Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback
AU  - Ounis Tesnim
Y1  - 2019/06/29
PY  - 2019
N1  - https://doi.org/10.11648/j.cls.20190502.12
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AB  - 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.
VL  - 5
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Author Information

Ounis Tesnim

English Department, Faculty of Letters and Humanities of Sfax, University of Sfax, Sfax, Tunisia

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Ounis Tesnim. (2019). Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Communication and Linguistics Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12

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ACS Style

Ounis Tesnim. Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Commun. Linguist. Stud. 2019, 5(2), 45-53. doi: 10.11648/j.cls.20190502.12

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AMA Style

Ounis Tesnim. Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback. Commun Linguist Stud. 2019;5(2):45-53. doi: 10.11648/j.cls.20190502.12

Copy | Download

@article{10.11648/j.cls.20190502.12,
  author = {Ounis Tesnim},
  title = {Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback},
  journal = {Communication and Linguistics Studies},
  volume = {5},
  number = {2},
  pages = {45-53},
  doi = {10.11648/j.cls.20190502.12},
  url = {https://doi.org/10.11648/j.cls.20190502.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20190502.12},
  abstract = {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.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback
AU  - Ounis Tesnim
Y1  - 2019/06/29
PY  - 2019
N1  - https://doi.org/10.11648/j.cls.20190502.12
DO  - 10.11648/j.cls.20190502.12
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 45
EP  - 53
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20190502.12
AB  - 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.
VL  - 5
IS  - 2
ER  -

Copy | Download