STUDENT TEACHERS’ BELIEFS ABOUT CORRECTIVE FEEDBACK

This research study compared the student teachers’ beliefs about corrective feedback in the EFL learning context in the 2018-2019 academic year, spring semester. The participants (n=180, male=67, female=113) in the EFL learning context completed a 20-item questionnaire dealing with various aspects of feedback. Descriptive statistics were used to identify the frequency of participants’ responses with different degrees to different aspects indicated by each item and responses were surprisingly interesting. To determine the effects of gender and grade level factors on choosing items independent sample t-test and one-way ANOVA conducted. The results suggest that student teachers’ beliefs about corrective feedback are not mainly influenced by their genders and grade levels. The results demonstrated student teachers perceived explicit and implicit correction, form-focused correction, and clarification requests positively. It was also indicated that self-correction was preferable to teacher correction and peer-correction. Also, oral was preferred to written corrective feedback. As for the timing, it was found that student teachers preferred delayed corrective feedback to immediate corrective feedback. Recasts were perceived as the second commonly used corrective feedback technique by student teachers. The major conclusion that emerged from this study was that EFL student teachers’ beliefs about corrective feedback and error treatment, in particular, maybe influence their initial teaching practices