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...

This study investigates the perceptions and preferences of ESL learners in Libyan secondary schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120 questionnaires administered to the students. It confirms the positive value of corrective feedback, which the body of existing research literature in the field states, and also reveals and provides e...

We present some examples of dialogues from the literature on first language acquisition where children appear to be learning word meanings from corrective feedback and argue that in order to be able to account for them all in a formal theory of semantic change and coordination, we need to make a distinction between compositional and ontological semantics. We suggest how TTR (Type Theory with Re...

The present study investigated EFL teachers’ beliefs about oral corrective feedback (CF), their CF-provision practices across elementary and intermediate levels, and their beliefs-practices correspondence. To this end, the researchers conducted a semi-structured interview with the teachers and went on an overall forty-hour observation of their classrooms across both levels. The findings reveale...

  This study investigated the effect of gender and type of written corrective feedback (WCF) on Iranian pre-intermediate EFL learners’ writing. Four intact classes were assigned to experimental and two intact classes to control groups. The learners were homogenized using a pre-test which was followed by sixteen sessions lasting one hour and forty five minutes. After receiving instruction on how...