A Survey On The Status Quo Of Hezhou Senior High School English Teachers’ Oral Corrective Feedback Beliefs And Classroom Practices

Making mistakes is inevitable in the process of learners’ foreign language development.Corrective feedback,as part of the teacher’s classroom discourse,plays an important role in facilitating learners’ language acquisition,and given its role,corrective feedback has been a hot topic of research in the field of second language classroom interaction.The purpose is to deepen the understanding of teachers’ underlying beliefs and enlightening high school English teachers to reflect on their OCF beliefs and practices and make more informed decisions in dealing with learners’ oral errors in order to improve the effectiveness of teachers’ OCF practices while promoting their professional development.Therefore,this study proposes the following research questions:（1）What is the current situation of high school English teachers’ OCF beliefs and actual classroom practices?（2）What is the current status of teachers’ OCF beliefs among different academic degrees,teaching years,and professional titles? Are there differences among these groups?（3）Are there any problems in its current situation? If so,what are the reasons?In this research,the study is conducted with 60 English teachers from eight schools in Hezhou.The research instruments are questionnaire,interview and classroom observation.Lyster and Ranta’ CF classification of CF,The Noticing Hypothesis and The Affective Filter Hypothesis are theoretical basis.The questionnaire in this study refers to the questionnaire used by Xie Bin（2008）and Liu Hui（2019）in their studies.The following major findings are drawn from the analysis of this study:First,high school English teachers’ OCF beliefs are generally reasonable and scientific.Teachers have relatively positive and scientific beliefs about the necessity,timing,subject and type of errors of OCF.However,teachers’ beliefs about OCF methods are vague and there are misconceptions about the effectiveness of different methods.In addition,teachers’ OCF classroom practices are generally unreasonable,and teachers’ actual error correction practices require improvement in terms of the types of errors corrected,the subjects,and the methods of OCF.Finally,teachers’ OCF classroom practices are inconsistent with their beliefs regarding types of errors,subjects,and methods.Second,there is no significant difference in teachers’ OCF beliefs among teachers with different teaching ages and professional titles.However,there is a significant difference in teachers’ beliefs about the necessity of OCF between different academic degrees.The higher the academic degree,the more reasonable and scientific the teachers’ OCF beliefs are.Third,the causes of the problems are the teachers’ lack of adequate theoretical knowledge;teachers’ teaching philosophy is traditional and outdated;teachers’ classroom adaptability is relatively weak;students’ personality differences and language skills are limited;the actual classroom situation is unpredictable,teaching time is limited,and teaching tasks are heavy.This study therefore concludes that teachers’ OCF beliefs are generally reasonable and scientific,but their beliefs about OCF methods are not scientific.Teachers’ actual OCF classroom practices generally need to be improved.There are significant differences in teachers’ beliefs about the necessity of OCF between academic degrees,and there are no significant differences in teachers’ OCF beliefs among different teaching ages and professional titles.This study makes the following suggestions: To begin,teachers with lower academic degrees should learn more about CF theories.Second,teachers should consider factors such as different lesson types and actual teaching situations when providing OCF on the various types of student errors.Third,teachers should provide more opportunities for students to make self-correction and peer-correction.Finally,for the educational authorities,relevant training programs should be organized for teachers.