STUDENT TEACHERS’ BELIEFS ABOUT CORRECTIVE FEEDBACK

Year 2020, Issue: 41, 416 - 430, 29.12.2020

Ali Rezalou

https://doi.org/10.33418/ataunikkefd.795512

Cited By: 1

Abstract

This research study compared the student teachers’ beliefs about corrective feedback in the EFL learning context in the 2018-2019 academic year, spring semester. The participants (n=180, male=67, female=113) in the EFL learning context completed a 20-item questionnaire dealing with various aspects of feedback. Descriptive statistics were used to identify the frequency of participants’ responses with different degrees to different aspects indicated by each item and responses were surprisingly interesting. To determine the effects of gender and grade level factors on choosing items independent sample t-test and one-way ANOVA conducted. The results suggest that student teachers’ beliefs about corrective feedback are not mainly influenced by their genders and grade levels. The results demonstrated student teachers perceived explicit and implicit correction, form-focused correction, and clarification requests positively. It was also indicated that self-correction was preferable to teacher correction and peer-correction. Also, oral was preferred to written corrective feedback. As for the timing, it was found that student teachers preferred delayed corrective feedback to immediate corrective feedback. Recasts were perceived as the second commonly used corrective feedback technique by student teachers. The major conclusion that emerged from this study was that EFL student teachers’ beliefs about corrective feedback and error treatment, in particular, maybe influence their initial teaching practices

Keywords

Students teachers’ beliefs, corrective feedback,, EFL,

STUDENT TEACHERS’ BELIEFS ABOUT CORRECTIVE FEEDBACK

Abstract

Bu çalışma öğretmen adaylarının 2018-2019 akademik yılında düzeltici geribildirim hakkındaki fikirlerini karşılaştırmıştır. İngilizce Öğretmenliği programında öğrenim gören katılımcılar (n=180, erkek=67, kadın=113), geribildirimin çeşitli yönlerini ele alan 20 maddelik bir anketi cevaplamışlardır. Katılımcıların, her bir maddeye verdiği yanıtlar betimsel istatistikler kullanılarak analiz edilmiştir. Cinsiyet ve sınıf düzeyi faktörlerinin madde seçimine etkisini belirlemek için ise bağımsız örnekler t-testi ve tek yönlü ANOVA kullanılmıştır. Sonuçlar, öğretmen adaylarının düzeltici geribildirim hakkındaki fikirlerinin cinsiyetlerinden ve sınıf seviyelerinden etkilenmediğini göstermektedir. Sonuçlar öğretmen adaylarının açık ve örtük, form odaklı ve açıklama istekli düzeltmeleri olumlu olarak algıladığını da göstermiştir. Kendi kendine düzeltmenin öğretmen düzeltmesine ve akran düzeltmesine tercih edildiği de bir diğer önemli sonuç olmuştur. Ayrıca sözlü düzeltici geri bildirim, yazılı düzeltici geri bildirime tercih edilmiştir. Geribildirimler zamanlama açısından incelendiğinde, öğretmen adaylarının gecikmeli düzeltici geribildirimi anında düzeltici geribildirime tercih ettikleri görülmüştür. Çalışma kapsamında ayrıca yeniden düzeltme, öğretmen adayları tarafından yaygın olarak kullanılan ikinci düzeltici geribildirim tekniği olarak bulunmuştur.

Keywords

Öğretmen adaylarının fikirleri, düzeltici geribildirim, ELT

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