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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?
Authors: Kamali, Jaber (AUTHOR), Javahery, Pourya (AUTHOR), Zendehbad, Mahsa (AUTHOR), Shahraki, Mina (AUTHOR), Rasouli, Mohammad (AUTHOR)
Source: Cambridge Journal of Education. Feb2025, Vol. 55 Issue 1, p73-91. 19p.
Subjects: Convenience sampling (Statistics), Language teachers, English as a foreign language, Iranian languages, Teacher educators
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. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A sociocultural exploration of Iranian language teachers' corrective feedback: why and how?
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  Data: <searchLink fieldCode="AR" term="%22Kamali%2C+Jaber%22">Kamali, Jaber</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Javahery%2C+Pourya%22">Javahery, Pourya</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zendehbad%2C+Mahsa%22">Zendehbad, Mahsa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shahraki%2C+Mina%22">Shahraki, Mina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rasouli%2C+Mohammad%22">Rasouli, Mohammad</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Feb2025, Vol. 55 Issue 1, p73-91. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Convenience+sampling+%28Statistics%29%22">Convenience sampling (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Iranian+languages%22">Iranian languages</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0305764X.2025.2451261
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              Text: Feb2025
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