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<p style="text-align:justify;">Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated&nbsp;in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and&nbsp;practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this&nbsp;gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica.&nbsp;The participants in this study were five teachers teaching in an FFL program in the Modern Languages School&nbsp;at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured&nbsp;interview, and samples of students’ writing with teacher feedback. The findings revealed that the participants&nbsp;held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent&nbsp;relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that&nbsp;participants’ beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be&nbsp;aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation&nbsp;grids. Implications and future research avenues are discussed.</p>

Teachers’ Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program

Original Research 

ltrq.2021.25.02.xml

Guest-editors:
Icy Lee, PhD, The Chinese University of Hong Kong, Hong Kong
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Thematic Issue: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice