Growth Mindset EFL Teachers’ Oral Feedback Practices and Their Beliefs

Abstract

Despite the abundance of research on the link between teachers’ beliefs and practices, little research has been conducted investigating the relationship between the beliefs of teachers with specific individual attributes and corrective feedback practices. Thus, this study aims to investigate whether growth mindset teachers’ oral corrective feedback (OCF, henceforth) practices are aligned with their beliefs. Eight in-service growth mindset EFL teachers participated in the study. Having collected the data via two questionnaires and a set of classroom observations, MAXQDA software was used to code and quantify the data. The findings showed that growth mindset teachers’ OCF beliefs and their actual OCF practices were aligned in terms of OCF timing. Regarding OCF types, female teachers’ practices were aligned with their beliefs, but male teachers’ beliefs were more incongruent with their practices. Teachers’ beliefs and practices, however, were inconsistent regarding OCF amount and frequency, which can be due to contextual factors, such as occasional time limit. The implications and suggestions for further research are suggested.

Keywords

• teacher’s beliefs
• oral corrective feedback
• corrective feedback practices
• growth mindset
• teacher mindset
• qualitative data analysis