Despite the abundance of research on the link between teachers’ beliefs and practices, little research has been conducted investigating the relationship between the beliefs of teachers with specific individual attributes and corrective feedback practices. Thus, this study aims to investigate whether growth mindset teachers’ oral corrective feedback (OCF, henceforth) practices are aligned with their beliefs. Eight in-service growth mindset EFL teachers participated in the study. Having collected the data via two questionnaires and a set of classroom observations, MAXQDA software was used to code and quantify the data. The findings showed that growth mindset teachers’ OCF beliefs and their actual OCF practices were aligned in terms of OCF timing. Regarding OCF types, female teachers’ practices were aligned with their beliefs, but male teachers’ beliefs were more incongruent with their practices. Teachers’ beliefs and practices, however, were inconsistent regarding OCF amount and frequency, which can be due to contextual factors, such as occasional time limit. The implications and suggestions for further research are suggested.

Although there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Corrective Feedback (FWCF) in EFL settings. Using a mixed-method approach, this interpretive exploratory study sought to understand the attitudes of Iranian EFL teachers toward FWCF. The analyses were based on quantitative data from a 13-item anonymous bespoke online survey, qualitative data from semi-structured interviews, and an open-ended question at the end of the survey. EFL teachers (n =137) responded to the online survey, and 7 participants participated in semi-structured interviews. The findings indicated that female teachers' favorable opinions about the effectiveness of WCF for improving EFL learners' writing performance resulted from their belief that the learners' capacity to use more formal and courteous language in their writing assignments was positively impacted by using these formulaic sequences. Moreover, the findings demonstrated that EFL teachers preferred direct WCF methods over indirect tactics. The most essential component that affected teachers' practices in the classroom was training designed to change their perspective of the valuelessness of WCF. The teachers' lack of satisfactory understanding of formulaic sequences stemmed from their lack of information. In addition, teachers' hesitancy to use them in the lower proficiency levels emanated from their misconceptions of their uselessness in the language learners' writing tasks.

Corrective feedback (CF) has shown to be an effective way of developing learners' pragmatic awareness and subsequently pragmatic competence. However, one of the influential factors in the effectiveness of CF is teacher perceptions. On the other hand, teachers' perceptions are not always reflected in their teaching practices. Therefore, this study attempted to investigate the English as a Foreign Language (EFL) teachers' perceptions of pragmatic corrective feedback and to compare their perception with their practice of pragmatic corrective feedback. To achieve this goal, a 44-item questionnaire was developed, piloted, and administered to 300 teachers and analyzed quantitatively in terms of the five components of the questionnaire which dealt with the teachers' perceptions of pragmatic corrective feedback. Furthermore, class recordings of 40 of these teachers were analyzed in terms of their ways of treating pragmatic errors. The findings revealed that the teachers had positive attitudes especially toward the significance of pragmatic corrective feedback, teachers' knowledge and agency about pragmatic corrective feedback and provider of CF, and the way pragmatic corrective feedback should be provided. The results, however, indicated that the teachers' instructional practice of pragmatic corrective feedback was not congruent with their perceptions toward it. The results of the study show the dissonance between teachers' perceptions and instructional practices and the need for teacher education courses for the enhancement of teachers' pragmatics instruction.

This article reports a case study investigating the relationship between five teachers' stated beliefs and classroom practices with reference to teachers' correction of L2 learners' spoken errors of linguistic forms in EFL classes. Using classroom observation, the study attempted to investigate how teachers deal with their L2 learners' non-target-like forms. A questionnaire was also constructed to explore teachers' beliefs about different feedback types. Comparing the observational and self-report data showed some mismatches between the teachers' stated beliefs and classroom practices. It was found that there, may be a cost for each decision about the effectiveness and appropriateness of feedback types, particularly in fluency contexts. The most highly effective feedback types may impede communication and slow down the conversation. Likewise, the most appropriate feedback types may not be so effective in terms of changing the students' production (s) of the target structure. The study concludes by arguing that basing the investigations of teachers' classroom practices on their beliefs and their stated reasons behind their beliefs might help us develop a better understanding of the practical considerations, situational demands and constraints which might account for the inconsistencies between their stated beliefs and classroom practices.

The present study was conducted to identify novice and experienced Iranian EFL teachers’ beliefs towards the most effective written corrective feedback types and the most serious errors they might address while correcting students’ paragraphs and see whether there exist any tensions between what they believed and what they practiced through the methodology of preobservation interview, observation, and post-observation interview. The results revealed that for novice teachers, there were fewer tensions between their stated beliefs and observed practices, yet this tension was more obvious while interviewing experienced teachers. Some implications for language teacher education will also be discussed.

High gain Balun-low-noise-amplifier (LNA) is proposed for tuner of digital televisions (DTVs). The proposed Balun-LNA is based on CS-CG (common-source-common-gate) structure. To improve the isolasion and frequency response, Balun-LNA has cascode transistors before load resistors. Balun-LNA uses current-bleeding circuit to increasie transconductance of CS transistor, so that current-bleeding transistor has transconductance of N-1 times larger than transconductance of cascode transistor. Thereby, transconductance and current of CS transistor are increased N times, as N-1 times of current pass to current-bleeding transistor. Therefore current of CG and CS stages stay identical. Also, Balun-LNA employs a positive feedback to satisfy input impedance matching and CG transistor has higher transconductance. By increasing transconductance of CS and CG transistors, the proposed Balun-LNA achieves to high voltage gain. Accordingly, CG and CS tansistors have symmetrical currents and loads at the differential output of the proposed Balun-LNA. Symmetrical loads cause the balanced differential outputs. This proposed Balun-LNA is designed in 90-nm CMOS technology and covers the frequency range of 40 MHz to 1GHz. This Balun-LNA achieves the voltage gain of 22.6 dB, S11 of less than -10 dB and the Minimum NF of 5 dB. This Balun-LNA operates at the nominal supply voltage of 2.2v.

The purpose of this study was to find the Iranian less and more experi-enced EFL teachers' beliefs in marking students' errors in writing, their preferred types of written corrective feedback, the most useful kind of teachers' written error correction feedback, and the differences between what they believe and what they actually do in giving feedback. The study was done by the cooperation of 120 available university teachers (53 less experienced and 67 more experienced) teaching writing to EFL learners at different universities in Iran. A written feedback questionnaire was employed in this descriptive survey in which both quantitative (closedended questions and paper investigation) and qualitative (open-ended questions) ways of data collection were used. Descriptive statistics including frequency and percentage were estimated in the quantitative data analysis. The results revealed that in error marking and in finding the most useful kind of error correction, less and more experienced teachers had different preferences; and for pointing out the errors, they also had different ideas. The reviewing of the open-ended questions for the qualitative data showed no belief discrepancies in teachers’ responses to the closed-ended items and open-ended questions of the questionnaire. However, the investigation of teachers’ error correction on learners’ actual papers indicated that both groups’ beliefs were different from their actual paper correction. The implications of the study are for teachers, policymakers, and decision-makers in educational settings.