Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions

  • Edgar Emmanuell García-Ponce Universidad de Guanajuato
  • Irasema Mora-Pablo Universidad de Guanajuato
Keywords: accuracy, classroom interactions, corrective feedback, English as a foreign language, teacher and learner beliefs


Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners’ interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the effects of their beliefs during uncontrolled classroom interactions at a Mexican university. By combining data collected from recorded classroom interactions, teacher interviews and learner focus groups, the findings show that there was a considerable number of errors which were avoided and not corrected by the teachers and learners during the classroom interactions. The findings also suggest that the scarcity of CF was in response to the teachers’ and learners’ conflicting beliefs about CF. This study provides a great opportunity to direct research towards the effects of teachers’ and learners’ beliefs on providing and receiving CF during classroom interactions, and find ways through which a socio-affective climate can be promoted in the language classroom in order to facilitate the provision of CF.


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Author Biographies

Edgar Emmanuell García-Ponce, Universidad de Guanajuato

Edgar Emmanuell García holds an MA in Applied Linguistics (UAEMex, Mexico), and a PhD in English Language Teaching and Applied Linguistics (University of Birmingham, UK). His research interests are centred on the interplay between classroom interactions and teacher and learner beliefs. He currently teaches in BA in TESOL and MA in Applied Linguistics of English Language Teaching at the Departamento de Lenguas, Universidad de Guanajuato.

Irasema Mora-Pablo, Universidad de Guanajuato

Irasema Mora Pablo holds an MA in Applied Linguistics (Universidad de las Américas-Puebla) and a PhD in Applied Linguistics (University of Kent, UK). She coordinates the the Master’s in Applied Linguistics of English Language Teaching at the Universidad de Guanajuato. She is a member of the National System of Researchers (Sistema Nacional de Investigadores) and her research interests are bilingual studies, identity and nativespeakerism.


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How to Cite
García-Ponce, E. E., & Mora-Pablo, I. (2018). Exploring the effects of teachers’ and learners’ beliefs: The scarcity of corrective feedback during uncontrolled EFL classroom interactions. GiST Education and Learning Research Journal, (15), 125-148. https://doi.org/10.26817/16925777.393