tpsol teachers’ beliefs about providing corrective feedback on learners writing performance: a transcendental phenomenology

Due to the salient relationship between teachers’ beliefs and teachers’ practices, recent decades of l2 pedagogy have witnessed a growing body of research on teachers’ beliefs and practices. therefore, the purpose of this study was to investigate teaching persian to speakers of other languages (tpsol) teachers beliefs about providing cf on tpsol students writing. to that end, the transcendental phenomenological method was used in which the experiences and practices of six tpsol teachers were examined to obtain tpsol teachers beliefs about providing cf on students writing. a series of phenomenological interviews were conducted with tpsol teachers. moreover, students writing samples corrected by tpsol teachers were collected and analyzed. finally, the data were thematically analyzed and synthesized using giorgi s (2009) five steps framework. the findings indicated that tpsol teachers believed that 1) providing cf is a pedagogical responsibility of tpsol teachers, 2) providing cf on local errors is more crucial than global errors, 3) providing direct cf is more beneficial rather than providing indirect and oral cf, 4) peer feedback is not applicable in tpsol context, and 5) providing cf in the process is more beneficial compared to providing cf as a product. tpsol teachers believed in providing cf on their students writings; however, they had different pedagogical beliefs concerning the types and methods of providing cf.