Article
10.14456/rjes.2016.4

 Tyler Charles1

Tcharles955@gmail.com
Wachira Tangkawanit2
Wachira.tang@hotmail.com
Siriporn Ketnarongrattana3
teacherlingling@gmail.com
Kittitouch Soontornwipast4
skittitouch@hotmail.com
Language Institute
Thammasat University, Thailand
 
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.


Keyword : corrective feedback, native English-speaking teachers, Thai speaking oriented ESL context

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