Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Most participants reported not interrupting students and correcting at the end of class, driven by discomfort and beliefs about intimidation; only one of six used immediate OCF. → 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 timing analysis of the six-teacher interview study, "The overall triodes resulting from Jain's (2014) model were nnn for immediate correction and ppp for delayed correction"; only Xavier reported immediate correction.

"The overall triodes resulting from Jain's (2014) model were nnn for immediate correction and ppp for delayed correction."

Discussion¶

Related Claims¶

• Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) were more accurate on a 24-h motor retention test than learners who decided before the trial (Self-Before) and than their yoked counterparts. — the general claim this finding bears on, with the studies behind it
• A 2010 teacher guide reports, citing Postovsky (1974, 1975), that delaying oral production and emphasising aural comprehension early in EFL instruction gives better results than intensive oral practice — related
• 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
• Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored — related
• 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
• EFL instructors were unaware of most OCF strategy types and did not consider students' cognition when deciding on corrective feedback — related
• Learners prefer receiving corrective feedback more than teachers feel they should provide it — related