Attitudes and Preferences of ESL Students to Error Correction

Chenoweth, N. Ann; Day, Richard R.; Chun, Ann E.; Luppescu, Stuart

doi:10.1017/s0272263100000310

Cited by 46 publications

(42 citation statements)

References 6 publications

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“…This is true of both second (e.g., Cathcart & Olsen, 1976;Chenoweth, Day, Chun, & Luppescu, 1983;Jean & Simard, 2011) and foreign (e.g., Oladejo, 1993;Schulz, 1996Schulz, , 2001) language learning contexts and is confirmed by the findings of this study. The fact that learners from different instructional settings are united in their quest to receive CF suggests, in the words of Horwitz (1999), that "perhaps there is a world culture of language learning and teaching which encourages learners of many cultural backgrounds to perceive language learning very similarly" (p. 575).…”

Section: Beliefs About Oral Corrective Feedbacksupporting

confidence: 85%

“…Research has repeatedly shown that not only is provision of CF effective for language learning in general (Li, 2010;Lyster & Saito, 2010;Mackey & Goo, 2007;Russell & Spada, 2006), but also that learners overwhelmingly expect to receive information about how well they express themselves when speaking in a second/foreign language (e.g., Cathcart & Olsen, 1976;Chenoweth et al, 1983;Jean & Simard, 2011;Oladejo, 1993;Schulz, 1996Schulz, , 2001. Moreover, there is evidence that learners of different proficiencies tend to differ in the types of CF strategies they prefer and see as beneficial.…”

Section: Sources Of Reported Beliefsmentioning

confidence: 99%

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Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224 Learner beliefs, defined as learners' metacognitive knowledge about learning (Wenden, 1999), are seen as "significant learner characteristics to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187) because they shape and affect the way learners go about the task of learning (e.g., Breen, 2001; Fox, 1993;Horwitz, 1985Horwitz, , 1999Mori, 1999;Tanaka, 2004 learners hold about language acquisition, but also revealed factors that could shape those beliefs. These may include

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Section: Beliefs About Oral Corrective Feedbacksupporting

confidence: 85%

Section: Sources Of Reported Beliefsmentioning

confidence: 99%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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“…Ninety percent of the students in her study expressed their desire to have their errors corrected. Similar findings were arrived at in Chenoweth et al's (1983) investigation of the opinions about correcting oral errors of non-native speakers by native speaker interlocutors. The non-native speakers generally held positive attitudes toward correction of their errors, and spoke of their wish to receive even more correction.…”

Section: Literature Reviewsupporting

confidence: 83%

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Saeb

2017

Int. J. Appl. Linguist. Engl. Lit.

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Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students' and teachers' CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers' and students' perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers' and students' perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher. As for the pedagogical implications, 'meta-correction' is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context.

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“…and EFL settings (see Katayama, 2007b;Cathcart & Olsen, 1976;Chenoweth et al, 1983;McCargar, 1993;Oladejo, 1993;Bang, 1999). For instance, studies carried out by Katayama (2006Katayama ( , 2007a also illustrate that 92.8% of the participants exhibit their strong preference for teacher correction.…”

Section: Discussionmentioning

confidence: 99%

Error Analysis in EFL Writing Classroom

Karim¹,

Mohamed²,

Ismail³

et al. 2018

IJEL

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Identifying the EFL learners' errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.

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Attitudes and Preferences of ESL Students to Error Correction

Cited by 46 publications

References 6 publications

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Error Analysis in EFL Writing Classroom

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