A sociocultural exploration of Iranian language teachers’corrective feedback: Why and how?

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dc.authorid0000-0003-4018-7597
dc.authorid0000-0001-6355-7461
dc.authorid0000-0003-0539-1533
dc.authorid0009-0005-7305-0230
dc.authorid0009-0009-6603-5891
dc.contributor.authorKamali, Jaber
dc.contributor.authorJavahery, Pourya
dc.contributor.authorZendehbad, Mahsa
dc.contributor.authorShahraki, Mina
dc.contributor.authorRasouli, Mohammad
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2025-01-27T06:34:18Z
dc.date.available2025-01-27T06:34:18Z
dc.date.issued2025
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description[ArticleInPress]
dc.description.abstractThis 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.
dc.identifier.citationKamali, 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
dc.identifier.doi10.1080/0305764X.2025.2451261
dc.identifier.endpage19
dc.identifier.issn0305-764X
dc.identifier.scopus2-s2.0-85215527822
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1080/0305764X.2025.2451261
dc.identifier.urihttps://hdl.handle.net/20.500.12154/3172
dc.identifier.wosWOS:001400506600001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofCambridge Journal of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectSociocultural Theory
dc.subjectSociocultural Mediators
dc.subjectCorrective Feedback
dc.subjectStimulated Recall
dc.subjectThematic Analysis
dc.titleA sociocultural exploration of Iranian language teachers’corrective feedback: Why and how?
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isAuthorOfPublication.latestForDiscovery956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isOrgUnitOfPublicationf4c26304-7b9a-4916-9825-7a183cc1197a
relation.isOrgUnitOfPublication.latestForDiscoveryf4c26304-7b9a-4916-9825-7a183cc1197a

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