Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Participants reported learner reactions of acceptance, indifference, and defiance, and most adapted their feedback practices accordingly; only Xavier tried to change students' attitudes instead. → 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
Analysis of learner-reaction reports in the interviews found acceptance, indifference, and defiance of OCF; the authors state "they provide feedback if the learners accept it, and they stop providing it if the learners are indifferent to it or challenge it."
"they provide feedback if the learners accept it, and they stop providing it if the learners are indifferent to it or challenge it."
Discussion¶
Related Claims¶
- Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components — related
- The teacher was the principal provider of oral corrective feedback, with peer and self-correction rarely proactively promoted — related
- EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
- Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication — related
- Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students — related
- Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teachers-adjust-ocf-to-learner-reactions |
title |
Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored |
description |
Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gómez-argüelles-2019 |
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