%0 Journal Article
%T Teachers＊ Perceptions About Oral Corrective Feedback and Their Practice in EFL Classrooms
%A Hern芍ndez M谷ndez Edith
%A Reyes Cruz Mar赤a del Rosario
%J Profile Issues in Teachers` Professional Development
%D 2012
%I Universidad Nacional de Colombia
%X Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semistructured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students＊ feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular. La retroalimentaci車n correctiva se ha discutido principalmente en contextos de adquisici車n de segundas lenguas, pero poco se ha hecho en el 芍rea de lenguas extranjeras. Esta investigaci車n descriptiva, realizada en una universidad mexicana, tuvo como objetivo identificar las percepciones de profesores de ingl谷s como lengua extranjera sobre retroalimentaci車n correctiva y su pr芍ctica. Para la recolecci車n de datos se usaron una entrevista semiestructurada y un cuestionario. Los resultados muestran que si bien los profesores en general tienen una percepci車n positiva sobre la retroalimentaci車n correctiva oral, algunos la consideran opcional, pues les preocupan los sentimientos y emociones de los estudiantes. En la pr芍ctica predominan la retroalimentaci車n correctiva oral no enfocada y las estrategias impl赤citas. Asimismo, se prefiere la retroalimentaci車n correctiva que ofrece el docente y la autocorrecci車n es la menos com迆n.
%K Corrective feedback
%K EFL
%K perceptions
%K practice.
%U http://www.revistas.unal.edu.co/index.php/profile/article/view/34053