A sociocultural exploration of Iranian language teachers’corrective feedback: Why and how?
Yükleniyor...
Dosyalar
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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 EFLteachers were selected based on convenience sampling, and 18sessions of their classes (one or two from each teacher) wereobserved to ensure that there were at least three CF occurrencesin each teacher’s class. Then, the teachers attended stimulatedrecall interviews in which they answered questions about reasonsfor applying specific CFs in their classes. Different subthemesemerged from the data within the three sociocultural mediators’themes, namely psychological, material and peer mediators. Theresults indicated that teachers use different CFs in their classes forvarious reasons such as scaffolding learning, enhancing noticingand exposure, and fostering learners’ agency. The study ends withsuggestions and implications for teachers and teacher educators.
Açıklama
[ArticleInPress]
Anahtar Kelimeler
Sociocultural Theory, Sociocultural Mediators, Corrective Feedback, Stimulated Recall, Thematic Analysis
Kaynak
Cambridge Journal of Education
WoS Q Değeri
Q2
Scopus Q Değeri
Q1
Cilt
Sayı
Künye
Kamali, J., Javahery, P., Zendehbad, M., Shahraki, M. & Rasouli, M. (2025). A sociocultural exploration of Iranian language teachers’ corrective feedback: Why and how? Cambridge Journal of Education, 1–19. https://doi.org/10.1080/0305764X.2025.2451261
