期刊名称：PROFILE Issues in Teachers' Professional Development
印刷版ISSN：2256-5760
出版年度：2019
卷号：21
期号：1
页码：107-120
DOI：10.15446/profile.v21n1.69508
语种：English
出版社：Universidad Nacional de Colombia, Facultad de Ciencias Humanas
摘要：This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.
关键词：Keywords (en_US) Corrective feedback; English as a foreign language; Mexico; oral communication; teachers’ attitudes
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