Peer Correction: The Relationship between Teachers’ Practices and Learners’ Attitude in ESL/EFL Writing Skills

Abstract

This study focuses on how error correction is practised at Arsi University. Accordingly, ten (n =10) English teachers and one hundred twenty-eight (n = 128) learners have been participated. In this regard, thus, the prime objective of this study is to investigate if there is a significant relationship between teachers' peer correction implementation and students' attitude during instructions. It seeks common ground for the dilemma of error correction practice; therefore, in this study, English teachers and learners across the university and departments were selected by using purposive sampling method. As long as its importance is concerned, the study employed the following three tools: unstructured interview, closed-ended questionnaire, and focus group discussion. To reach a conclusion, the SPSS software has been used and the results shows that there is a strong relationship (r=+0.9) between teachers' practice and students' attitude towards peer errors correction. In addition, the statistical data shows that the p value is significant (p < .05). As of its parts, the descriptive statistics shows that all the interviewee were male and their age ranges from 37 to 53 years (M= 46). Moreover, their teaching experience ranges from 15 to 30 years in which (M= 22). In the interview data, again, among (n=10) teachers, (n=6) of them seldom practice errors correction and unlike those teachers, however, (n=4) of them never practice errors correction. At last, the study further explains the way to wipe out dilemmas for teachers' practice and students' attitude on the technique.