Academic journal article Modern Journal of Language Teaching Methods

Efl Teachers' Pedagogical Beliefs and Their Corrective Feedback Preferences in Iran (Shiraz)

Academic journal article Modern Journal of Language Teaching Methods

Efl Teachers' Pedagogical Beliefs and Their Corrective Feedback Preferences in Iran (Shiraz)

Article excerpt

Introduction

Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. TEFL can occur in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL can also take place in an English-speaking immigrant country, for people who have moved (either temporarily for school or work, or permanently). TEFL teachers may be native or non-native speakers of English. Other acronyms for TEFL are TESL 'Teaching English as a Second Language', TESOL 'Teaching English as a Second or Other Language', and ESL 'English as a Second Language. (Wikipedia, the free encyclopedia)

It is impossible to contemplate teaching in isolation from learning. Teaching well also means learning well to some extent, and teachers' beliefs will subconsciously propel teachers to adopt different teaching-learning methods.

Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves.

Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by previous knowledge. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge. Learning produces changes in the organism and the changes produced are relatively permanent. (Wikipedia, the free encyclopedia)

Teachers' pedagogical beliefs

Each teacher holds a set of beliefs that determine priorities for pedagogical knowledge and how students acquire knowledge. Ertmer (2005), who investigated teacher beliefs about teaching and learning, called these beliefs pedagogical.

As cited in Md. Eftekhar Uddin "Teachers' Pedagogical Belief and its Reflection on the Practice in Teaching Writing in EFL Tertiary Context in Bangladesh" (2014), Before any innovation or changes to work properly, it is essential to understand what beliefs the teachers in their particular context have about teaching as teachers are "active, thinking decision-makers who make instructional choices by drawing on complex, practically-oriented, personalized, and context sensitive networks of knowledge thoughts, and beliefs" (Borg, 2003, p. 81). Thus, teachers' thinking systems play a major role in their approaches to, and innovation in, everyday teaching.

According to the "Teachers' Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction" Dr. Fakhri R. Khader cited when people believe something is true, they perceive information supporting that belief. What teachers do in the classroom is said to be governed by what they believe, and these beliefs often serve to act as a filter through which instructional judgments and decisions are made (Pajares, 1992; Cantu, 2001).

M. Raouf Moin in (2008) "The impact of EFL teachers' cognition on teaching foreign language grammar" defines teaching as a multidimensional activity that involves social, educational, and pedagogical, linguistics, personal, and cognitive dimensions. In the last years, in general education the cognitive dimension of teaching has been recognized as central to successful teaching. The last decade has witnessed steady growth in the study of teachers' cognition. Researchers have paid more attention to the study of teachers' belief about teaching, learning, learners, and the impact it has on teaching practices, activities, and learning outcomes.

By reviewing the previous definitions, the researcher believes that the teachers' beliefs are a set of ideas rooted in the psychological and mental content of the teacher and play a central role in guiding his/her teaching behavior (Dr. Fakhri R. Khader).

Defining corrective feedback

Recent corrective feedback research has usually examined the effect of corrective feedback on students' linguistic outcomes. …

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