Teachers’ Perceptions of Oral Corrective Feedback in Form-focused Language Classrooms: Why do they Correct the Way they do?

This study focuses on Saudi teachers’ motivations regarding their choice of oral corrective feedback (OCF) forms, such as recasts, elicitations, and metalinguistic in foreign language (FL) contexts. Many previous studies choices OCF for these choices, have been conducted more communicative contexts where recasts are most commonly used, with the aim keeping communication going. The current study, contrast, aims to explore of, for, forms a accuracy-focused context. uses rigorous methods investigate 207 perceptions OCF, including 100 classroom observations, stimulated recall (SR) sessions 10 teachers further particular types reference learners’ uptake. findings demonstrate that consider be effective method correction students’ learning, especially case pronunciation errors, context emphasis is placed accuracy rather than maintaining flow communication. contrast meaning-focused contexts, were used maintain concludes by offering insights into some challenges FL might face suggests possible implications practice