Native English Speaking Teachers’ Use of Corrective Feedback in a Thai Speaking Oriented ESL Context

Abstract

Corrective feedback and its classroom implementation has been one of the most studied topics in language teaching for many years. Many studies have focused on the relationship between corrective feedback forms and learner uptake or the learner’s immediate and observable reaction to the feedback. However, few studies have looked at teachers’ perceptions of corrective feedback techniques and compared them with their teaching practices. This exploratory study looks at teachers’ perceptions of how they correspond with actual classroom practices. The study found that although teachers reported their preference for elicitation, they actually used recasts as the most common technique when observed by the researchers at the classroom level.