A Sociocultural Exploration of Iranian Language Teachers' Corrective Feedback: Why and How?
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| Title: | A Sociocultural Exploration of Iranian Language Teachers' Corrective Feedback: Why and How? |
|---|---|
| Language: | English |
| Authors: | Jaber Kamali (ORCID |
| Source: | Cambridge Journal of Education. 2025 55(1):73-91. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, English (Second Language), Language Teachers, Feedback (Response), Second Language Learning, Second Language Instruction, Educational Strategies, Teaching Styles, Private Schools, Error Analysis (Language), Classroom Communication, Teacher Student Relationship, Peer Relationship |
| Geographic Terms: | Iran |
| DOI: | 10.1080/0305764X.2025.2451261 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This study aims to explore the types and reasons for teachers' corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher's class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators' themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners' agency. The study ends with suggestions and implications for teachers and teacher educators. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485558 |
| Database: | ERIC |
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| Abstract: | This study aims to explore the types and reasons for teachers' corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher's class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators' themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners' agency. The study ends with suggestions and implications for teachers and teacher educators. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2025.2451261 |
