Teachers’ perspectives and their choice of OCF providers in English speaking classes

Abstract

The study of oral corrective feedback (OCF) and its fundamental issues - such as OCF types, OCF timing, OCF providers - has received much attention from scholars in the past few decades. Particularly, the perspectives and selection of OCF providers in the process of error treatment have remained a controversial topic. This study examines how teachers perceived OCF providers and how they actually chose OCF providers in their speaking classes. Data were obtained through semi-structured interviews, stimulated recall interviews and classroom observations of EFL teachers. Findings showed that there have been mismatches between teachers’ perspectives and their actual practices of OCF providers. The underlying reasons for the inconsistency were time constraints, English proficient levels, and students’ emotions. Pedagogical implications were also included.