The influence of a research-informed professional development course on Iranian in-service EFL teachers’ cognitions and reported practices regarding oral corrective feedback

Abstract This study examines the influence of a research-informed professional development (PD) course on Iranian in-service EFL teachers’ cognitions and reported practices regarding oral corrective feedback (OCF). Data were collected through pre- and post-course interviews, reflective diaries, and online discussions with eight teachers. The course engaged teachers in reading research on OCF, classroom experimentation, and guided reflection across four dimensions: feedback provider, linguistic target, timing, and feedback types. Thematic analysis revealed both change and reinforcement in teachers’ cognitions and reported practices. More frequent changes were observed in feedback timing and types, while changes in feedback provider and target were less frequent. The findings highlight the mediated, context-sensitive, and non-linear nature of teacher learning and point to the value of sustained, locally relevant, research-informed PD.