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ABSTRACT
This paper examines Turkish English as a foreign language (EFL) teachers’ beliefs and practices regarding the amount, timing and types of oral corrective feedback (OCF) preferences. Eight instructors working in the English preparatory programme of a state university were included in the study. The data were collected through a questionnaire, semi-structured interviews and 16 hours of audio-recorded classroom observation. The results revealed that Turkish EFL teachers’ OCF practices varied on an individual basis even though they were covering the same material while teaching. In addition, it was found that while the teachers’ beliefs and practices were fairly consistent concerning the amount of feedback provided to their students, there were inconsistencies regarding the types of feedback and timing. All teachers tended to use more input-providing feedback types. This study highlights the complexity of providing OCF as part of teaching in a classroom context.
Disclosure statement
No potential conflict of interest was reported by the authors.