Actions and Perceptions in Terms of Feedback: Considering the Issues of Teachers, Learners, and Time

This research reported a study which illustrated the relationship among the teachers’ practices and perceptions with reference to learners’ perceptions. Investigation about error correction and using different kinds of corrective feedback in the foreign language Classroom have received considerable attention during the past decades. This study also investigated the intermediate learners’ grammatical errors which considers the teachers’ practices with the learners’ and teachers’ perceptions. One of the other important purposes of this study was observation. By using observation, the study investigated how the teachers deal with the learners’ grammatical errors. A questionnaire has been used to investigate about teachers’ and learners’ perceptions in using various CF types and different time of grammatical error correction. Overall, the results of the questionnaire suggested that both teachers and learners preferred focused CF like explicit correction to unfocused CF like recast. Meanwhile, the results of the observation showed that teachers preferred to ignore the learners’ grammatical errors at the classroom. Furthermore according to learners’ and teachers’ ideas, correction after finishing speaking outperformed other correction times. On the contrary to this fact, the observation indicated that teachers corrected the learners immediately before finishing their speech.