Date of Award
Master of Arts
Empirical findings have suggested that what teachers do in the classroom mirrors what they believe and these beliefs often influence their instructional decisions (Farrell & Lim, 2005). Research in teacher belief is vast and diverse (Borg, 2003) as is investigation about the effectiveness of written corrective feedback per se (Ferris, 2006; Truscott, 2009); however, little is known about teachers' beliefs about written corrective feedback (Lee, 2009). Therefore, this study aimed at investigating Brazilian EFL teachers' beliefs about grammar-based feedback on L2 writing and the extent to which their beliefs are related to their perceived classroom practice. Fifteen Brazilian EFL teachers answered a five-point Likert scale survey. Results suggest that Brazilian teachers tend to believe that form-focused correction is a recommendable instructional approach. In addition, the qualitative analysis of the teachers' perception of classroom practice implied that their pedagogical decisions are likely to be shaped by beliefs and contextual factors.
Katia Silene Ferreira De Mello Paiva
Paiva, Katia Silene Ferreira De Mello, "Brazilian English as foreign language teachers' beliefs about grammar-based feedback on L2 writing" (2011). Graduate Theses and Dissertations. 10058.