Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants corrected pronunciation and grammar most, and four instructors stated OCF was not provided unless the error impeded communication. → Gómez Argüelles 2019

Evidence¶

Gómez Argüelles 2019¶

Gómez Argüelles, L., Hernández Méndez, E., & Perales Escudero, M. D. (2019). EFL Teachers' Attitudes Towards Oral Corrective Feedback: A Case Study. Profile: Issues in Teachers' Professional Development, 21(1), 107-120. https://doi.org/10.15446/profile.v21n1.69508

q2 · i? · qualitative · r3

In the error-types analysis, "Four instructors stated that ocf was not provided unless the error in question impeded communication"; participants reported focusing on pronunciation and grammar because these needed more practice or were easier to correct.

"Four instructors stated that ocf was not provided unless the error in question impeded communication."

Discussion¶

Related Claims¶

• Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components — related
• EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
• The teacher was the principal provider of oral corrective feedback, with peer and self-correction rarely proactively promoted — related
• Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored — related
• Teachers' attention easily diverts to English learners' grammar, vocabulary, and pronunciation even when unrelated to the day's learning goal — related