Although there have been studies conducted separately on the amount of oral corrective feedback (OCF) strategies language teachers provided, one relevant important issue that needs thorough investigation is the teachers’ beliefs about OCF, the sources of teachers’ beliefs, and whether teachers’ beliefs and behaviours on OCF match. This study, descriptive in nature and part of a larger project, aimed to examine the beliefs and behaviours of 44 pre-service Turkish teachers of English as a foreign language (EFL) on the use of OCF strategies, to what extent their beliefs and behaviours matched, and to explore the sources of teachers’ beliefs about OCF. Data were collected through a classroom simulation survey, adapted from Özmen & Aydın (2015), and a semi-structured interview with 8 of the participants. The results revealed that the pre-service EFL teachers had a positive attitude towards OCF and favoured selective correction as well as certain OCF strategies; however, the majority of their beliefs were observed to contradict with their stated behaviours. The research also demonstrated that their beliefs about OCF strategies are derived from various sources. Despite several limitations of the study, it contributes to enlighten the issue of teachers’ beliefs and behaviours about OCF, which is one of the crucial topics in foreign language teaching and language teacher education.
oral corrective feedback strategies, pre-service teachers EFL teachers, sources of teachers’ beliefs