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Article published In:
ITL - International Journal of Applied Linguistics
Vol. 167:1 (2016) ► pp.46–77

Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback

A sociocultural perspective

| University of Jyvaskyla
A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs. Changes in learners’ beliefs about corrective feedback were observed both within a period of six months (Case study) and over the course of one research interview (Group study). The studies exemplify how the interplay of one’s own and other’s experience, others’ mediation, and authoritative voices facilitated these changes.
Keywords: dynamic assessment, social interaction, learners' beliefs, sociocultural theory, feedback
Published online: 29 September 2016
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https://doi.org/10.1075/itl.167.1.03leo
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Cited by (3)

Cited by three other publications

Ha, Xuan Van & Loc Tan Nguyen
2021. Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?. Frontiers in Psychology 12 DOI logo
Ha, Xuan Van, Loc Tan Nguyen & Bui Phu Hung
2021. Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon 7:7 ► pp. e07550 ff. DOI logo
Kim, YouJin & Tamanna Mostafa
2021. Teachers’ and Students’ Beliefs and Perspectives about Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 561 ff. DOI logo

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