Teachers’ Beliefs and Corrective Feedback

Abstract

Recent corrective feedback research has usually examined the effect of corrective feedback on students’ linguistic outcomes. The present study proposes to expand the scope of this inquiry to include teachers as well as students. Using qualitative data, this paper examines the beliefs that appeared to be at work in two ESL teachers’ corrective feedback behavior. By investigating how their beliefs are related to their corrective feedback behavior, this author contends that a more careful look at teacher corrective feedback that takes into consideration teachers’ perspectives on how they utilize corrective feedback in their overall instructional scheme and what they hope to accomplish by it is warranted.