Deneyimli ve az deneyimli İngilizce öğretmenlerinin sözel düzeltici dönüt ile ilgili inançlarının ve sınıf içi uygulamalarının karşılaştırmalı çalışması

The current study was undertaken to reveal the experienced and less experienced EFL teachers' stated beliefs about oral feedback types and their in-class practices and compare them to find out whether there were an inconsistences between the two. To reach its aims, a mixed-method was employed by means of classroom audio recordings, a belief questionnaire and semi-structured interviews. The participants of the study were two experienced and two less experienced teachers teaching at preparatory school in a state university in Turkey. The classroom data showed that the most frequent feedback was Recast for both groups in Listening and Speaking classes. Also, they all used the six main types of oral feedback at varying degrees. On the other hand, the questionnaire and semi-structured interview results revealed that the experienced and less experienced teachers had both contrasting and similar ideas about the concepts such as priority of oral feedback, focus of correction, feedback types used for correction and peer-correction. The comparison of in-class practices and stated beliefs showed that there were a number of inconsistencies between the two in both groups.