@article{oai:kanagawa-u.repo.nii.ac.jp:00006459,
 author = {Oba, Iori and 大場, 衣織},
 journal = {神奈川大学言語研究},
 month = {Mar},
 note = {This observational study investigated corrective feedback techniques of foreign language teachers. Two English as a foreign language classes of 62 high school learners taught by two male teachers in Kanagawa prefecture, Japan, were observed in order to compare the frequency of corrective feedback, preferred corrective techniques, and prioritized error type. A total of approximately 12 hours of continuous classroom interaction was observed and recorded. In terms of the preferred corrective feedback technique, both teachers showed similar results. In contrast, in terms of the frequency of corrective feedback and prioritized error type, the teachers showed different tendencies. The results of this study indicate that differences between individual teachers may affect the amount of feedback given and the error types that are prioritized, while other factors, such as learner proficiency level, may affect the corrective feedback　technique used. Future studies on classroom interaction should examine the　sources of such individual differences in teaching style, including cultural　background, knowledge of education, and beliefs., Article},
 pages = {231--248},
 title = {A Case Study of Two Native English Teachers’ Corrective Feedback Behaviors　in Foreign Language Classrooms},
 volume = {40},
 year = {2018}
}