Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components¶

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' decisions about whether and how to provide OCF were driven by beliefs and emotions about students' feelings rather than by students' cognition. → 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 study's conclusions, the authors state that in their interview data with six instructors, "emotions... impact the instructors' attitudes towards ocf the most and tend to override the other components" of the tridimensional attitude model.

"emotions, whether those experienced by the teacher or those that the teacher assumes students will experience, impact the instructors' attitudes towards ocf the most and tend to override the other components."

Discussion¶

Related Claims¶

• College EFL instructors in a Mexican case study showed more positive attitudes towards implicit oral corrective feedback strategies (recast, body language) than explicit ones — related
• Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication — related
• EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
• Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students — 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
• Children learn more effectively when they feel secure and have positive feelings about the people and content they encounter — related
• Motivation, affect, and learner beliefs shape whether AI evidence is accepted, resisted, or used in singing training — related
• Learners prefer receiving corrective feedback more than teachers feel they should provide it — related
• Students aware of the GenAI feedback source reported no attitude change, while unaware students varied between content-focused acceptance and conditional willingness to reconsider — related