written corrective feedback beliefs and practices in thai as a foreign language context: a perspective from experienced teachers

Most studies on written corrective feedback (wcf) have focused either on esl or efl teachers’ beliefs and practices. however, it is still not known how teachers who teach second or foreign languages other than english will provide information on the learners’ written language production. to bridge the gap in the literature, this current study reports on an interview study investigating nine university lecturers’ beliefs and their actual practices about wcf on an assignment done by the thirdyear exchange student of thai as a foreign language (tfl). quantitative and qualitative data were collected through feedback tasks and semistructured interviews. the findings indicated that there was alignment between teachers’ beliefs of their wcf practice and their actual practice in terms of types of wcf and feedback techniques. however, the amount of feedback provided and the teachers’ time constraint, not the level of students’ ability as they thought, appeared to be the reasons for these misalignments of tfl teachers’ beliefs and practices

Written Corrective Feedback Beliefs and Practices in Thai as a Foreign Language Context: A Perspective from Experienced Teachers

Most studies on Written Corrective Feedback (WCF) have focused either on ESL or EFL teachers’ beliefs and practices. However, it is still not known how teachers who teach second or foreign languages other than English will provide information on the learners’ written language production. To bridge the gap in the literature, this current study reports on an interview study investigating nine university lecturers’ beliefs and their actual practices about WCF on an assignment done by the thirdyear exchange student of Thai as a foreign language (TFL). Quantitative and qualitative data were collected through feedback tasks and semistructured interviews. The findings indicated that there was alignment between teachers’ beliefs of their WCF practice and their actual practice in terms of types of WCF and feedback techniques. However, the amount of feedback provided and the teachers’ time constraint, not the level of students’ ability as they thought, appeared to be the reasons for these misalignments of TFL teachers’ beliefs and practices