Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university
type: CreativeWork
description: Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to occupy this gap. This study explores four issues: teachers’ beliefs about giving OCF; their practices; convergences and divergences between their beliefs and practices; and the key factors influencing these relationships. Data were collected from six teachers teaching in a blended learning programme in a Vietnamese university. The data collection process began with semi-structured interviews, classroom observations followed by stimulated recall sessions, then focus group discussions, and narrative frames. All data were subjected to a process of grounded analysis. A key issue that the findings revealed was the appropriate balance between providing immediate feedback and delaying the feedback. Much research has focussed on the former (e.g., Brown, 2016; Li, 2010; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2013; Mackey & Goo, 2007; Russell & Spada, 2006), and much less attention has been paid to delaying feedback (e.g., Li, 2018; Quin, 2014; Rolin-Ianziti, 2010). On the whole, there were more convergences than divergences between the teachers’ beliefs and practices. The teachers rarely provided immediate correction while students were performing in pairs or groups: much more often, they delayed their error treatment until the students had finished their performances in front of the whole class. This was because they believed that doing so would promote the students’ confidence and fluency and avoid demotivating them. Furthermore, it was found that they mainly corrected the errors in the whole-class setting as they believed that other students could learn from hearing the teachers and peers correct the other student’s error and then avoid committing the same mistakes. Although they would like the students to correct the errors, they could not transfer…
abstract: Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to occupy this gap. This study explores four issues: teachers’ beliefs about giving OCF; their practices; convergences and divergences between their beliefs and practices; and the key factors influencing these relationships. Data were collected from six teachers teaching in a blended learning programme in a Vietnamese university. The data collection process began with semi-structured interviews, classroom observations followed by stimulated recall sessions, then focus group discussions, and narrative frames. All data were subjected to a process of grounded analysis. A key issue that the findings revealed was the appropriate balance between providing immediate feedback and delaying the feedback. Much research has focussed on the former (e.g., Brown, 2016; Li, 2010; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2013; Mackey & Goo, 2007; Russell & Spada, 2006), and much less attention has been paid to delaying feedback (e.g., Li, 2018; Quin, 2014; Rolin-Ianziti, 2010). On the whole, there were more convergences than divergences between the teachers’ beliefs and practices. The teachers rarely provided immediate correction while students were performing in pairs or groups: much more often, they delayed their error treatment until the students had finished their performances in front of the whole class. This was because they believed that doing so would promote the students’ confidence and fluency and avoid demotivating them. Furthermore, it was found that they mainly corrected the errors in the whole-class setting as they believed that other students could learn from hearing the teachers and peers correct the other student’s error and then avoid committing the same mistakes. Although they would like the students to correct the errors, they could not transfer…
author: Nguyen, Thi Huong
keywords: delayed feedback, oral corrective feedback, teacher cognition, blended learning, university teachers
license: https://researchcommons.waikato.ac.nz/bitstreams/4e5945d2-e6c1-4f07-a0df-f5fcb78217c6/download
date published: 2019
date modified: 2026-07-24T05:57:30Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Waikato