Corrective feedback: beliefs and practices of Vietnamese primary EFL teachers

Xuan Ha, Jill Murray*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)


    This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.
    Original languageEnglish
    JournalLanguage Teaching Research
    Early online date2 Jul 2020
    Publication statusE-pub ahead of print - 2 Jul 2020


    • beliefs
    • correction
    • corrective feedback
    • practices
    • Vietnam
    • young learners

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