The Role of Mediational Discourse in Developing an EFL Teacher’s Oral Corrective Feedback Strategies: A Sociocultural Perspective

Taking sociocultural theory (SCT) as a theoretical framework, this qualitative phenomenological case study investigated the mediational discourse of series ten observation and post-observation conferences between coach an English language teacher teaching at Iran Language Institute (ILI) in Shiraz, Iran, order to represent development student-focused oral feedback EFL over time. Features verbal mediation already identified by Wertsch (1998) such shared definition task, inter-subjectivity, graduated help, reasoning existed data, while they were insufficient triggering think conceptually about his use students. Similarly, professional discourse, languaging motives, dynamicity, alongside aforementioned meditational features, revealed be pivotal on uptake conceptual thinking teacher. The was divided into three phases, namely, before, during, after mediations given participant. results study, along with previous descriptive empirical studies, accounted for obvious role teacher’s understanding through verbally-mediated activity. also found that negotiated help learners excessively assisting internalize their errors. concluded some pedagogical implications second teachers reflective, dynamic, evaluative dealing corrective challenges classroom practices.