Exploring Bangladeshi non-native English language teachers’ beliefs and classroom practices of oral corrective feedback in the secondary level

Abstract

This study investigated the relationship between stated beliefs of Bangladeshi non-native English language teachers about Oral Corrective Feedback (OCF) and their actual classroom practices. A qualitative approach was adopted to conduct the study. Four teachers with varying degrees of educational qualifications and teaching experiences teaching English at Secondary level in two different Bangla medium Schools participated in the present study. Teachers’ stated beliefs and classroom practices of oral corrective feedback were investigated through interview, classroom observations and stimulated recall. For analyzing the data, all the results linked to the central research questions were interpreted in details both individually and through detailed analysis. Teachers' statements of belief about OCF were compared to their real classroom practices and the results showed some significant consistencies and inconsistencies in the teachers' stated beliefs. The differences are very prominent in the point of experiences. These results indicated a somewhat tenuous relationship between the teachers' practices and stated beliefs regarding OCF. Finally, the participation in the present study, especially the stimulated recalls, seemed to have provided the teachers with opportunities to reflect on their stated beliefs and classroom practices of oral corrective feedback.