The Relationship between Oral Corrective Feedback Beliefs, Practices, and Influence of Prior Language Learning Experience of EFL Teachers: Multiple Case Studies
Table 2
Research questions and data collection matrix.
Research objectives
Procedure
Data to be collected
Time
To explore teacher beliefs regarding the role and provision of OCF
In-depth Interview 1
As thought-based data, in-depth interviews will collect data of teacher’s beliefs regarding oral corrective feedback and how teachers want to deal with them in the classroom (Appendix A)
30 min
Scenario ratings 1
As thought-based data, scenario rating will collect data associated with the teacher’s understanding towards an example of error (Appendix B)
30 min
To understand the relationship between the teachers’ beliefs and actual classroom practices of OCF
Four classroom observation and field notes
Practice-based classroom data to determine participants’ classroom use of CF (Appendix D)
35–45 min each (2)
Stimulated recall
A thought-based data to determine teachers’ beliefs in relation to their practices/context (Appendix C)
20–30 min
In-depth Interview 1, Scenario Ratings 1, stimulated interview, four classroom observations, and field notes
Both thought-based data and practice-based data were to collect data of teacher’s beliefs regarding oral corrective feedback and to determine participants’ classroom use of OCF
180 min
To explore how prior language learning experience influences English teachers’ beliefs and practices of OCF
In-depth Interview 2
To extract biographical data to determine the influence of teacher’s schooling on OCF beliefs and practices (Appendix E)
