EFL Tachers’ Beliefs about Spoken Corrective Feedback and Their Classroom Practice
Teachers’ beliefs are important in in helping the teachers to make sense of the class, influencing whether new information is accepted or rejected, and deciding their activities in classroom. The relationship between what the teachers believe and their actual classroom practice result the proper actions for teachers to do and moreover students’ comprehension in the learning process. It is important to examine whether the teachers carried out their beliefs in the classroom or not. The purposes of this study are 1) to investigate EFL lecturers’ beliefs about spoken corrective feedback; 2) to investigate educational factors affecting EFL lecturers’ beliefs about spoken corrective feedback; and 3) to describe the link between lecturers’ beliefs about spoken corrective feedback and their classroom practice. The study highlights the important role of teachers’ beliefs and the important role of spoken corrective feedback to students in general and students in the ELT program. The findings of this research are expected to contribute theoritically and practically for English teachers or lecturers and other researchers. For the theoretical contribution, this study is expected to strengthen and support the current theory on the teachers’ beliefs about spoken corrective feedback and their implementation related to teacher cognition theory by Borg (2003) and the theory of planned behavior (TPB) by Ajzen (1991). The finding of this study is also expected to give practical contributions to English teachers and lecturers. The process of the study would provide them with the importance of teachers’ beliefs in choosing the right strategies for providing corrective feedback, so that the teachers and lecturers can be aware to their own beliefs because they can influence in a positive way or on the contrary. More importantly, it offers the empirical basis for the application of spoken corrective feedback in the classroom. In addition, this research also acts as catalyst in enabling other teachers or lecturers to reflect and examine their own beliefs about spoken corrective feedback. Finally, the findings are expected to be useful references for further researhers who conduct any upcoming research on teachers’ beliefs, spoken corrective feedback, and classroom practice.
- Bambang Yudi Cahyono, M.Pd., M.A., Ph.D.
- Dr. Gunadi Harry Sulistyo, M.A.
- Prof. Utami Widiati, M.A., Ph.D.
- Dr. Dedi Kuswandi, M.Pd.
Muhammad Surya Rifqi was born in Barabai, April 15, 1989 and the first son of H. Syamsuni and Hj. Murya Murni. Barabai is a city in Hulu Sungai Tengah Regency, South Kalimantan. After finishing his elementary school, he took his junior high school at Darul Istiqamah Islamic Boarding School. He moved to another city to take his senior high shool at Darul Hijrah Islamic Boarding School. He earned his undergraduate degree in English Language Teaching at State Institute for Islamic Studies Antasari Banjarmasin in 2012. During his study, he actively joined some organizations and also got a chance for being a teacher’s assistant in Language Service Center of IAIN Antasari Banjarmasin for two semesters in 2012-2013. Instead of focusing on his career, he decided to pursue magister degree in the English Language Teaching Program of State University of Malang in 2013. Related to his research and publication, his main areas of interest include English for Young Learners (EYL), TEFL, and SLA. He preseanted a paper in National seminar proceeding in Banjarmasin in 2016 and were published in form of conference proceedings and edited book.