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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Penelitian Humaniora Litera Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) Lingua Cultura Al-Lisan Kajian Linguistik dan Sastra Journal of English and Education EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Journal of Language and Literature Jurnal Ilmu Keluarga dan Konsumen LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics Martabe : Jurnal Pengabdian Kepada Masyarakat JEES: Journal of English Educational Study Humaniora Linguistik Indonesia Metalingua: Jurnal Penelitian Bahasa Journal of English Language Teaching and Linguistics REiLA: Journal of Research and Innovation in Language Jurnal Abdi Insani Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Al-Lisan: Jurnal Bahasa Indonesian Journal of EFL and Linguistics Tarling : Journal of Language Education DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asalibuna International Journal of Education and Digital Learning (IJEDL) Studies in English Language and Education ADJES (Ahmad Dahlan Journal of English Studies) Journal of Literature Language and Academic Studies (J-LLANS) REGISTER JOURNAL ETERNAL: English Teaching Journal iRecall Journal Indonesian Journal of English Language Teaching and Applied Linguistics
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Journal : ETERNAL: English Teaching Journal

Exploring EFL Teachers’ Beliefs and Practices of Oral Corrective Feedback Across Different Grades Fauziah, Ulfa Dwi; Andriyanti, Erna
ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2845

Abstract

Oral corrective feedback is an essential part in learning English as a foreign language. Teachers' beliefs about oral corrective feedback generally underlie their practices, but some studies showed that sometimes there is a mismatch between teachers' beliefs and actual practices. Previous studies also found that students with different grades have different expectations about oral corrective feedback, making it important for teachers to understand it. Based on the previous findings, this study aimed to examine teachers’ beliefs and practices of oral corrective feedback for students across different grades. This study was a qualitative study, with data collection techniques using interviews and observations. The data was analyzed using thematic analysis. The participants in this study were two early secondary school English teachers located in Yogyakarta. The findings showed that teachers have a positive belief in the importance of oral corrective feedback. Teachers' beliefs about the oral corrective feedback timing match their actual practices. However, there was a mismatch between the strategies believed by grade 7 teachers and actual practices. It showed that teachers adjusted their oral corrective feedback strategies to the real conditions. Overall, the teachers’ practices produced positive uptake from students. This finding emphasized the importance of flexibility in the oral corrective feedback application according to the classroom context.