The relation between EFL teachers' mindset and their strategies, opinions and preferences on corrective feedback in speaking

This study investigates the relationship between EFL teachers' mindsets and their strategies, opinions and preferences about corrective feedback in speaking. The participants of this study are EFL (English as a Foreign Language) teachers in public and private primary, middle and high schools in Ankara, Türkiye. The research design of the study is a quantitative study consisting of a two-part online questionnaire. The quantitative data of the study was collected through the mindset scale developed by Carol Dweck to examine the mindset preferences of EFL teachers. The second questionnaire was developed by Eva Kartchava and adapted by Ali Hashemi to find out English teachers' strategies, opinions and preferences for corrective feedback in speaking. A total of 171 English teachers working in public and private primary, middle and high schools in Ankara participated in the online survey. The data obtained from the questionnaire were evaluated in SPSS (Statistical Package for Social Sciences; SPSS Inc., Chicago, IL) 22 package programs. Chi-square analysis (Pearson Chi-square) was used to compare categorical variables between groups. The compatibility of continuous variables with normal distribution was evaluated by Kolmogorov-Smirnov test. Student's t test was used to compare paired groups, and One Way ANOVA analysis was used to compare more than two variables that fit the normal distribution. The Pearson correlation test was used to examine the relationship between continuous variables. Linear regression analysis was used to determine the predictive power of the dependent variable. The results show that 84% of the EFL teachers who took part in the study disagree that corrective feedback is a waste of time when it comes to speaking practice. 16.1% of EFL teachers, however, disagreed or were unsure. Though they remain in the minority, a sizable majority of EFL teachers still think that all language learners' errors should be fixed. The score of growth mindset elements of English teachers working in public institutions was significantly higher than the score of those working in private institutions. A significant portion of EFL instructors have a mindset of development because they assume intellect. EFL teachers are typically concerned with and appreciative of speech correction comments. However, it is also evident that other individuals showed no emotion at all or showed little interest in receiving constructive criticism. It is believed that the results of this study will contribute to the field by providing a more detailed understanding of English teachers' preferences, views and strategies between the concepts of growth mindset and verbal feedback, and by enabling English teachers to have more informed approaches and practices. Although the study will be conducted with EFL teachers in various public and private schools in Ankara, this study is limited in terms of the number of participants in terms of generalization to all EFL teachers in Türkiye. Keywords: English teachers, Mindset, Oral Corrective Feedback Preferences, Strategies