Degree Type

Thesis

Date of Award

2011

Degree Name

Master of Arts

Department

English

First Advisor

John Levis

Abstract

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.

Copyright Owner

Katia Silene Ferreira De Mello Paiva

Language

en

Date Available

2012-04-06

File Format

application/pdf

File Size

65 pages

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