DISTANCE ENGLISH TEACHERS COGNITIONS FROM E-TEC LANGUAGE PROGRAM ABOUT ON-LINE FEEDBACK CORRECTIVE

• Autor(a) principal: Junior, Wellington Araújo Mendes
• Data de Publicação: 2017
• Outros Autores: Silva, Lauro Luiz Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Paidéi@
• Texto Completo: https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/668
• topic: Educação a Distância, Linguística Aplicada, Formação de Professores de Línguas; Cognições de professores; Feedback Corretivo; Ensino de Línguas a distância. Programa E-Tec Idiomas.

In this article, we question issues related to corrective feedback approaches by tutors/teachers in a foreign language teaching program of distance education, in light of our own experiences as teachers and researchers of English Language in higher education environments. Our theoretical background concerns teacher cognitions, teacher beliefs, as well as conceptions of error and corrective feedback. Our experience aided us with the analysis of the cognitions of corrective feedback by English language teachers in an online language course offered by the E-Tec Language Program. Thus, this article provides a debate concerning the cognitions of English language teachers who work in this type of education. The results from the interviews showed us how teachers believe that corrective feedback has its own advantages and disadvantages, not only in oral but also in written productions. Also, they seem to favor either a direct or indirect approach to error correction, aroused from preexisting classroom teaching approaches.