A Comparative Study Of A Native English Speaking Teacher And A Non-native English Speaking Teacher's Beliefs And Practices Of Corrective Feedback

During the processes of language learning,it is inevitable for students to make various language errors while uttering the target language.Oral corrective feedback(hereinafter referred to as CF)does not only provide opportunities for interaction between the teacher and students in class but draw students' attention to their errors by providing input or prompt output for students.Considerable achievements have been made in previous studies in investigating teachers' CF,focusing on topics including categorization of CF and identifying the best way to do CF.While no consistent findings can be drawn about which CF is the most effective,it is of greater importance to examine the factors mediating the effectiveness of CF.However,most of the previous research focused on factors from the perspective of students while few have paid attention to those from the perspective of teachers.For instance,little research has been done to investigate whether and how teachers' status of being natives will influence their giving of CF or not.The present study attempts to address this gap by comparing the beliefs and practices of CF between native English speaking teachers(hereinafter referred to as NESTs)and non-native English speaking teachers(NNESTs).The research data were collected through semi-structured interviews with an NEST and an NNEST in a junior secondary school and audio/video recordings of their classes.The results demonstrate that both similarities and differences exist in their beliefs and practices of CF.While both the NEST and NNEST believe CF plays an important role in language teaching and learning,their beliefs are distinct concerning what,when and how to correct.Additionally,their strategies used in classes differ a lot.What is worth noting is that multiple feedback is frequently used by them.These findings are discussed in terms of the teachers' previous learning experiences and cultural background.At last,implications for teachers,teacher educators and school decisionmakers are proposed.