SYNCHRONOUS AND ASYNCHRONOUS CORRECTIVE FEEDBACK FOR GRAMMAR ACCURACY: ESL NOVICE TEACHERS’ BELIEFS AND PRACTICES
DOI:
https://doi.org/10.24191/VoA.v22i1.11330Keywords:
ESL novice teachers, beliefs, practices, synchronous feedback, asynchronous feedbackAbstract
While corrective feedback (CF) is widely recognised as pivotal to language learning, its implementation in online classrooms remains under-explored. This study investigates Malaysian novice ESL teachers’ beliefs and self-reported practices concerning synchronous and asynchronous CF. Thirty teachers had completed a 28-item, closed-ended questionnaire. Results show a clear preference for asynchronous CF as it gives students more time to reflect and revise. Overall, ACF was more strongly endorsed than SCF (highest ACF mean = 4.53 vs highest SCF mean = 4.27). Yet, participants most frequently provided synchronous oral feedback during live lessons (70% reported using oral corrections during activities often), which exposed a belief–practice mismatch. These findings highlight the need for targeted digital-feedback training that helps early-career teachers align their pedagogical convictions with their online classroom behaviours.
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