growth mindset in-service efl teachers’ actual instructional practices: a case of oral corrective feedback

Although previous research on oral corrective feedback (ocf hereafter) has investigated teachers’ feedback practices, the contributing factors underlying teachers’ practices has been unexplored. to address this gap in the related research, a qualitative study of six growth mindset in-service efl teachers was conducted. having administered a questionnaire to measure participants’ mindset beliefs, two subsequent classes of each growth mindset teacher participant were observed. the transcriptions of the recordings of the observed classes were coded according to the taxonomy provided by lyster and ranta (1997). the results of the study indicated that growth mindset teachers corrected an average of 49% of all the oral errors occurred in the observed sessions. the findings also showed that the growth mindset teachers tended to correct the most frequently made error type in their classes. the most frequent type of ocf was “recast” which constituted all error corrections. the other two frequently employed ocf types were “explicit correction” and “other”. the findings also indicated that growth mindset teachers’ recasting had some common features. suggestions for further research and the educational implications are also discussed.