A\u00e7\u0131kkan’s thesis examines middle school EFL teachers’ beliefs about oral corrective feedback in form-focused instruction. Using an explanatory sequential mixed-methods design, A\u00e7\u0131kkan presented a two-phase analysis of teachers’ beliefs and their origins, combining a Likert-scale questionnaire with follow-up interviews. Findings reveal generally positive but conditional beliefs, with teaching experience as their dominant source. The thesis contributes new insights into oral corrective feedback and teacher beliefs.<\/p>\n\n\n\n
Title of Thesis:<\/strong> Middle School EFL Teachers’ Beliefs About Oral Corrective Feedback During Form-Focused Instruction: A Single Site Study<\/p>\n\n\n\n Supervisor:<\/strong> Asst. Prof. Dr. Duygu F. \u015eafak<\/p>\n\n\n\n Jury Members:<\/strong> Asst. Prof. Dr. Duygu F. \u015eafak, Assoc. Prof. Dr. Ufuk Balaman (external), Asst. Prof. Dr. Mehmet Sak (external)<\/p>\n\n\n\n Defense Date:<\/strong> 28.08.2026<\/p>\n\n\n\n Thesis<\/strong> Abstract:<\/strong><\/p>\n\n\n\n This study examines middle school English as a Foreign Language (EFL) teachers’ beliefs about oral corrective feedback (OCF) and explores the personal, professional, and contextual conditions underlying these beliefs. The study adopts a sequential mixed-methods design by drawing on Kartchava’s (2006) framework of teachers’ beliefs regarding OCF and Borg’s (2003) framework of teacher cognition. Quantitative data were collected through a 15-item Likert-scale questionnaire administered to 33 EFL teachers at a private middle school in T\u00fcrkiye, and analysed using descriptive statistics, including composite means, standard deviations, and frequency of responses. Qualitative data were subsequently obtained through semi-structured interviews with a subgroup of 21 of participants and analysed thematically using a deductive and inductive coding scheme based on the aforementioned frameworks. Findings indicate that teachers held generally positive but conditional beliefs about OCF, favouring selective, context-sensitive, and affectively careful correction over one-way correction. Teaching experience emerged as the dominant source of these beliefs and professional training and teaching experience were believed to have a gap. Moreover, class size, time pressure, and assessment demands were identified as the primary contextual constraints shaping feedback decisions.<\/p>\n\n\n\n Keywords: oral corrective feedback, form-focused instruction, EFL teachers\u2019 beliefs<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" A\u00e7\u0131kkan’s thesis examines middle school EFL teachers’ beliefs about oral corrective feedback in form-focused instruction. Using an explanatory sequential mixed-methods design, A\u00e7\u0131kkan presented a two-phase analysis of teachers’ beliefs and their origins, combining a Likert-scale questionnaire with follow-up interviews. Findings reveal generally positive but conditional beliefs, with teaching experience as their dominant source. The thesis […]<\/p>\n","protected":false},"author":1,"featured_media":126,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-124","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"_links":{"self":[{"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/124","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=124"}],"version-history":[{"count":7,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/124\/revisions"}],"predecessor-version":[{"id":142,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/posts\/124\/revisions\/142"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/media\/126"}],"wp:attachment":[{"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=124"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=124"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/matefl.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=124"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}