Unravelling the beliefs and practices of EFL teachers related to corrective feedback in Turkey

Recent studies in Second Language Acquisition (SLA) have shown that there is an apparent relationship between teachers' beliefs and their classroom practices of oral corrective feedback second language teaching. Even though many experimental show it beneficial for acquisition, relatively little research has explored the teachers terms feedback. This descriptive study aims to examine stated about classrooms a Turkish EFL setting. The data were collected through observations ten working at preparatory school privately funded university Turkey, semi-structured interviews scenario-based error correction simulation. results showed most awareness believe useful students when provided appropriately avoid touching learners' affective states negatively. Recasts observed as frequently employed type because its implicit nature, even instructors reported elicitation effective strategy. In this respect, revealed inconsistencies actual feedback; is, types errors corrected also deviation from teachers’ beliefs.