[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594702-105":59,"doc-detail-594702-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","exploring-native-and-non-native-efl-teachers-oral-corrective-feedback-practices-an-observational-study","Exploring Native and Non-Native EFL Teachers' Oral Corrective Feedback Practices - An Observational Study","","Oral corrective feedback (OCF) represents L2 teachers’ responses to learners’ erroneous utterances and is a prominent interactional feature in foreign-language classrooms. While OCF research has expanded in recent SLA work, differences in OCF preferences between native and non-native English teachers remain underexplored, particularly in expanding-circle contexts. This study examines in-class OCF practices in Turkish EFL settings, comparing NESTs and NNESTs through structured observations and interviews, and analyzes cross-cultural influences shaped by teaching experience and education.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-native-and-non-native-efl-teachers-oral-corrective-feedback-practices-an-observational-study/594702/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-native-and-non-native-efl-teachers-oral-corrective-feedback-practices-an-observational-study/594702.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this observational study?","Question",{"text":112,"@type":113},"The study aims to reveal differences between native and non-native English-speaking teachers’ in-class OCF practices in Turkish EFL context and to explore cross-cultural influences that may shape these practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted to compare NESTs and NNESTs?",{"text":117,"@type":113},"Structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences were found in teachers’ oral corrective feedback practices?",{"text":121,"@type":113},"Observation findings showed that NESTs and NNESTs differed in tolerance of errors, preferred OCF types, the amount of OCF, and how different OCF types were used for different error types.",{"name":123,"@type":110,"acceptedAnswer":124},"Which factors were examined regarding teachers’ OCF decision-making dispositions?",{"text":125,"@type":113},"The follow-up interviews investigated similarities and differences across dimensions such as whether, how, when, and which errors should be corrected and by whom, including the effects of teaching experience and teacher education on OCF patterns.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594702,1792166468,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Exploring Native and Non-Native EFL Teachers’Oral Corrective Feedback Practices: An Observational Study  \nYusuf Demir  \nNecmettin Erbakan University  \nKemal Sinan Özmen  \nGazi University  \nAbstract  \nCommonly defined as L2 teachers’ responses to learners’ erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. However, how OCF preferences of English teachers vary in terms of their native-nonnativespeaker status remains as an uncharted territory of inquiry specifically in an expanding-circle context. This study aims to reveal the differences between in-class OCF practices of native and non-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and to explore the cross-cultural influences that might affect these practices. To these ends, structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs. The findings ofthe observations showed that the NESTs’ and NNESTs’ in-class OCF practices differed considerably in terms of their tolerance of errors, preferred OCF types, the amount of OCF and different types of OCF to different types of errors. Moreover, the follow-up interview findings demonstrated some similar and different dispositions between the teacher groups concerning several dimensions (whether, how, when, and which errors should be corrected, and by whom) including the effect of teaching experience and teacher education on their OCFgiving patterns.  \nKeywords: Oral corrective feedback, error correction, native/non-native English-speaking teachers, cross-cultural influences  \nYusuf Demir, Ph.D., is currently employed as an Assistant Professor at Necmettin Erbakan University, School of Foreign Languages, Konya, Turkey. His main research interests include second language teacher education, error and feedback in L2 classroom interaction, the use of newly-introduced technological tools in teaching foreign languages, native and non-native teacher issues.  \nEmail: [demir.ysf@hotmail.com](demir.ysf@hotmail.com)  \nKemal Sinan Özmen, Ph.D., works as an Associate Professor at Gazi University, English language [teaching program in Turkey. He holds a Ph.D. degree](teaching program in Turkey. He holds a Ph.D. degree) on teaching English as a Foreign Language with a specific focus on artistic dimensions of teaching profession, teacher identity and beliefs as well as pre-service teacher education.  \nEmail: [sinanozmen@hotmail.com](sinanozmen@hotmail.com)  \nAs the form of responses to learner utterances that contain an error (Ellis, Loewen, & Erlam, 2006), oral corrective feedback (OCF) is a frequently resorted feature of classroom interaction by L2 teachers. Teachers ’ decisions regarding OCF provision are shaped by their implicit and explicit theories of L2 learning and teaching, in addition to some essential determinants including their native-nonnative position. Yet, the role of this teacher variable in classroom OCF provision has been underresearched in the related field thus far, in a way marginalizing its value for pedagogical scrutiny. While a plethora of studies have addressed OCF in terms of internal and external factors such as instructional contexts (e.g., Lyster & H. Mori, 2006; Sheen, 2004), the focus, target and types of OCF provided and the following uptake (e.g., Russell & Spada, 2006; Long, 2007), student and teacher cognition, stated preferences and perceptions toward OCF (e.g., Mori, 2011; Rahimi & Zhang, 2015), individual learner factors including age (e.g., Havranek, 2002), proficiency level (e.g., Ammar & Spada, 2006), anxiety (e.g., Sheen, 2006), limited attention has been directed to the provider of OCF (i.e. teacher) .  \nOnly few studies investigated the link between individual factors regarding L2 teachers such as their native-nonnative status, pre-service education, teaching experience and their provision ","cbCaisSh2Ure6Mib","https://ap.wps.com/l/cbCaisSh2Ure6Mib","pdf",700264,"English","# Abstract\n# Keywords\n# Study Focus and Rationale\n# Theoretical Framework","[{\"question\":\"What is the purpose of this observational study?\",\"answer\":\"The study aims to reveal differences between native and non-native English-speaking teachers’ in-class OCF practices in Turkish EFL context and to explore cross-cultural influences that may shape these practices.\"},{\"question\":\"How was the research conducted to compare NESTs and NNESTs?\",\"answer\":\"Structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs.\"},{\"question\":\"What key differences were found in teachers’ oral corrective feedback practices?\",\"answer\":\"Observation findings showed that NESTs and NNESTs differed in tolerance of errors, preferred OCF types, the amount of OCF, and how different OCF types were used for different error types.\"},{\"question\":\"Which factors were examined regarding teachers’ OCF decision-making dispositions?\",\"answer\":\"The follow-up interviews investigated similarities and differences across dimensions such as whether, how, when, and which errors should be corrected and by whom, including the effects of teaching experience and teacher education on OCF patterns.\"}]","Exploring Native and Non-Native EFL Teachers' Oral Corrective Feedback Practices - An Observational Study | PDF",1792079671,48]