Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs

This exploratory study aimed at (a) identifying and comparing the beliefs of a class of seven EFL students and their teacher in relation to oral corrective feedback (OCF) within the context of a university English language course, (b) identifying students’ emotional response to OCF, and (c) determining how students’ and the teacher’s beliefs about OCF interplayed in the classroom. Qualitative data were gathered by means of semi-structured interviews and videotaped classroom observations. The results showed that the students’ and teacher’s beliefs were largely in agreement regarding the reception and provision of OCF. Students and their teacher shared the beliefs that OCF contributed to language learning and agreed that the most effective ways of providing and receiving OCF were (a) avoiding interruptions to provide OCF while students speak, (b) encouraging students to achieve self-correction by providing output-prompting OCF strategies, and (c) providing OCF which does not generate negative emotions. As regards their emotional responses to OCF, the students showed a range of mixed emotions towards the reception of OCF. Besides, the teacher was aware of the impact OCF could have on students’ emotions and on their classroom oral participation.