Teachers’ Perceptions on Corrective Feedback in Turkish Primary Schools

Corrective feedback (CF) is an indication to the learners that his or her use of the target language is incorrect (Lightbrown & Spada, 1999: 171). With increasing attention to applications and effectiveness of CF in foreign language classrooms as well as beliefs and thoughts of practitioners and L2 learners about these applications, teachers and students’ perceptions of CF have become a notable research concern in SLA instruction. This study specifically deals with teachers’ perceptions on a variety of CF types used in EFL classrooms in Turkey, where English is offered as a compulsory part of the national curriculum. 36 teachers working with students of various grades in state primary schools were the participants of the study. Data were gathered through an interview conducted with these teachers to elicit their opinions about CF and CF types. The teachers were mainly asked how they treat learners’ errors, whether these errors should be corrected and when and how they should be corrected. The study is intended to suggest evaluation of the findings obtained through qualitative and quantitative methods and to conclude with some pedagogical implications in accordance with these findings.