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Empirical findings have suggested that what teachers do in the classroom mirrors what they believe and these beliefs often influence their instructional decisions (Farrell & Lim, 2005). Research in teacher belief is vast and diverse (Borg, 2003) as is investigation about the effectiveness of written corrective feedback per se (Ferris, 2006; Truscott, 2009); however, little is known about teachers’ beliefs about written corrective feedback (Lee, 2009). Therefore, this study aimed at investigating Brazilian EFL teachers’ beliefs about grammar-based feedback on L2 writing and the extent to which their beliefs are related to their perceived classroom practice. Fifteen Brazilian EFL teachers answered a five-point Likert scale survey composed of twenty-two statements that covered key issues related to written corrective feedback. Results suggest that Brazilian teachers tend to believe that formfocused correction is a recommendable instructional approach. In addition, the qualitative analysis of the teachers’ perception of classroom practice in regards to written feedback provision implied that their pedagogical decisions are likely to be shaped by beliefs and contextual factors related to their working settings.

Brazilian English as foreign language teachers' beliefs about grammar-based feedback on L2 writing