The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences

Abstract This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored impact individual differences, namely educational background, special training, teaching experience, on relationship between practices. Data were collected via 153 h classroom observations from 51 teachers at two different universities, gathered by a task OCF. The results showed that consistent perceived effectiveness, grammatical errors, implicit explicit feedback. However, their inconsistent regarding lexical, phonological timing also revealed three experience most impacted consistency practices, thus showing greater role over training background