Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts
Oral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers’ and students' attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which te...
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| Language: | English |
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University of Windsor
2025-03-01
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| Series: | Journal of Teaching and Learning |
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| Online Access: | https://jtl.uwindsor.ca/index.php/jtl/article/view/8905 |
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| author | Narges Sardabi Amir Ghajarieh Navid Atar Sharghi Leyla Rahmani |
| author_facet | Narges Sardabi Amir Ghajarieh Navid Atar Sharghi Leyla Rahmani |
| author_sort | Narges Sardabi |
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Oral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers’ and students' attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which teachers' attitudes toward the oral CF matched their practices. A mixed-methods design was used for the study, utilizing data from questionnaires, observations, semi-structured interviews, and focus-group discussions. A sample of 162 female Iranian EFL students studying English at a private school participated in the study. The results showed that explicit correction (26%) and metalinguistic feedback (32%) were rated much more positively by the majority of students. Furthermore, the results indicated that they were more accustomed to receiving oral-feedback from the teacher in face-to-face classes than text- or audio-based feedback in technology-enhanced lessons. In addition, teachers' attitudes toward the CF were categorized into four themes: students' affective responses to CF, reasons for providing CF, timing of CF, CF in face-to-face instruction, and technology-enhanced instruction. The findings also showed that teachers' expressed beliefs about the frequency of CF provision predicted their practices, in many cases. This research has implications for EFL teachers and materials developers.
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| format | Article |
| id | doaj-art-ec8f7185f87c4da595b7156a767c9721 |
| institution | DOAJ |
| issn | 1911-8279 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | University of Windsor |
| record_format | Article |
| series | Journal of Teaching and Learning |
| spelling | doaj-art-ec8f7185f87c4da595b7156a767c97212025-08-20T02:52:46ZengUniversity of WindsorJournal of Teaching and Learning1911-82792025-03-0119110.22329/jtl.v19i1.8905Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning ContextsNarges Sardabi0https://orcid.org/0000-0002-1707-9822Amir Ghajarieh1https://orcid.org/0000-0002-6101-8074Navid Atar Sharghi Leyla Rahmani2Ershad Damavand UniversityUniversity of Ershad DamavandErshad Damavand University Oral-corrective feedback (CF) has often been a significant concern in Teaching English as a Foreign Language (TEFL). This study sought to investigate teachers’ and students' attitudes toward the oral CF in traditional and technology-enhanced classes. It also investigated the extent to which teachers' attitudes toward the oral CF matched their practices. A mixed-methods design was used for the study, utilizing data from questionnaires, observations, semi-structured interviews, and focus-group discussions. A sample of 162 female Iranian EFL students studying English at a private school participated in the study. The results showed that explicit correction (26%) and metalinguistic feedback (32%) were rated much more positively by the majority of students. Furthermore, the results indicated that they were more accustomed to receiving oral-feedback from the teacher in face-to-face classes than text- or audio-based feedback in technology-enhanced lessons. In addition, teachers' attitudes toward the CF were categorized into four themes: students' affective responses to CF, reasons for providing CF, timing of CF, CF in face-to-face instruction, and technology-enhanced instruction. The findings also showed that teachers' expressed beliefs about the frequency of CF provision predicted their practices, in many cases. This research has implications for EFL teachers and materials developers. https://jtl.uwindsor.ca/index.php/jtl/article/view/8905Oral Corrective FeedbackIranEFLFace-to-FaceVirtual Learning |
| spellingShingle | Narges Sardabi Amir Ghajarieh Navid Atar Sharghi Leyla Rahmani Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts Journal of Teaching and Learning Oral Corrective Feedback Iran EFL Face-to-Face Virtual Learning |
| title | Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts |
| title_full | Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts |
| title_fullStr | Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts |
| title_full_unstemmed | Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts |
| title_short | Perceptions on Oral Corrective Feedback: The Case of Iranian EFL Teachers and Students in Face-to-Face and Virtual Learning Contexts |
| title_sort | perceptions on oral corrective feedback the case of iranian efl teachers and students in face to face and virtual learning contexts |
| topic | Oral Corrective Feedback Iran EFL Face-to-Face Virtual Learning |
| url | https://jtl.uwindsor.ca/index.php/jtl/article/view/8905 |
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