corrective feedback, educational context, Iranian EFL teachers

Behroozi, Behnam; Karimnia, Amin

doi:10.18869/acadpub.ijree.2.2.10

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…The concept of attitude in language learning has therefore become a subject of interest for many ESL scholars (Abidin et al, 2012;Ahmed, 2015;Eshghinejad, 2016;Ibrahim,Yana & Yinusa, 2018;Karatas, Bademcioglu, & Ergin, 2016;Martinović, & Poljaković, 2011;Munir, 2015;Oroujlou & Vahedi, 2011;Smith, 1971). Although these studies share the subject of investigation (attitudes), they were conducted in different contexts.…”

Section: Introductionmentioning

confidence: 99%

Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi

Nduwimana

2019

IJREE

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Burundi is the sole country in East African Community (EAC) using mainly French as an official language and having a national language-Kirundiwhich is shared by nearly all Burundians. Therefore, English language is taught as a subject on the curriculum. Although English language is even taught to science university students in Burundi, it seems that the attitudes these students have towards learning English are not known. Thus, the present study was intended to investigate the attitudes that University of Burundi pure sciences students hold towards learning English. In doing so, it also examined whether there is a statistically significant difference in these students' attitudes in terms of gender and field of study. This study adopted a quantitative approach, hence a survey research design. The data were collected by means of a five-point Likert scale questionnaire raging from 'strongly disagree' to 'strongly agree' that was administered to a total number of 65 students enrolled in the faculty of sciences. The questionnaire was based on the tripartite model of attitude and consisted of 40 items. The collected data were analysed by means of descriptive and inferential statistics that were computed using the statistical package SPSS 22.The findings revealed that the afore-mentioned students have overall positive attitudes towards learning English. An analysis of the results also indicated that there is no statistically significant difference in students' attitudes both by gender and by field of study.

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Section: Introductionmentioning

confidence: 99%

Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi

Nduwimana

2019

IJREE

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“…The teachers mostly use completion, asking for students to pause before continuing their speech, as elicitation. Unlike recast, elicitation is viewed as more effective in addressing students' errors (Behroozi & Karimnia, 2017). This study found that 90% of the use of elicitation can encourage responses from students.…”

Section: Teachers' Corrective Feedback Strategiesmentioning

confidence: 88%

How Teachers in an Informal English Training Institution Treat Young Learners’ Oral Errors

Faris

Budiarti

2023

LLT Journal

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Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies. The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.

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“…Lately, a number of studies have been carried out to focus fully on teachers' error correction preferences in teaching second/foreign languages (Anggraeni, 2012;Behroozi & Karimnia, 2017;Jabu, Noni, Talib & Syam, 2017;Liskinasih, 2016;Motlagh, 2015;Suryoputro & Amaliah, 2016) or only students' error correction preferences (Alamri & Fawzi, 2016;Elçin & Öztürk, 2016;Fitriana, Suhatmady & Setiawan, 2016;Mungungu-Shipale & Kangira, 2017;Papangkorn, 2015;Park, 2010;Yoshida, 2008;Zhao, 2015). When these studies are compared, we see a noteworthy difference between what teachers and students show preference for.…”

Section: Literature Reviewmentioning

confidence: 99%

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Kavak

2020

Kuramsal Eğitimbilim

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For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

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corrective feedback, educational context, Iranian EFL teachers

Cited by 6 publications

References 13 publications

Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi

Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi

How Teachers in an Informal English Training Institution Treat Young Learners’ Oral Errors

Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

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