Teachers’ practices and beliefs regarding corrective feedback in EFL classroom

Abstract

Making errors is considered a normal occurrence in the process of language learning, which teachers are expected to guide and support by providing suitable and beneficial guidance and error correction. Although teacher training programmes prepare the teachers for such situations, best practices and beliefs are only developed through time and classroom experience. The aim of this MA thesis is to analyse the practices and beliefs of two experienced EFL teachers in Estonia regarding oral corrective feedback.