Teachers’ and learners’ beliefs about corrective feedback compared with classroom behaviour in CLIL and EFL
This chapter deals with corrective feedback (CF) in two different contexts, namely, English as a foreign language (EFL) and Content and Language Integrated Learning (CLIL), and the beliefs about it that CLIL and EFL teachers and learners have. Moreover, these beliefs have been compared with actual c...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/71721 |
| Acceso en línea: | http://hdl.handle.net/10810/71721 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL EFL teachers’ beliefs learners’ beliefs language teaching and learning |
| Sumario: | This chapter deals with corrective feedback (CF) in two different contexts, namely, English as a foreign language (EFL) and Content and Language Integrated Learning (CLIL), and the beliefs about it that CLIL and EFL teachers and learners have. Moreover, these beliefs have been compared with actual classroom behavior. CF has been widely investigated and factors such as learners’ age or context have been considered as influencing its effectiveness. Our study aims to fill some gaps that exist in the CF literature: (i) it includes a CLIL context, a rapidly spreading teaching approach (Mehisto, Frigols & Marsh, 2008) overlooked by previous CF studies; (ii) it considers not only teachers’ but also learners’ perspectives, and (iii) it is a response to the call for fine-grained qualitative comparisons of beliefs and actual classroom practices (Mori, 2011). The study triangulates qualitative and quantitative data: on the one hand, CLIL and EFL lessons were recorded (22h 43') in order to analyze teachers’ CF and learners’ uptake (response). In addition, participant learners (n= 51) and two groups of EFL (n=20) and CLIL teachers (n=11) completed a questionnaire on beliefs about CF. Findings showed that CLIL and EFL teachers have similar beliefs about CF, but they show significantly different behavior in their actual class performance. These differences might be due to the teachers’ background differences and the specific constraints of teaching content and language in a single lesson. Finally, learners’ beliefs were found to be more positive than those of teachers’. |
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