Learner attitudes toward error correction in a beginners English class

Comunicación 01/2008;
Source: DOAJ


This study was conducted among twenty-three college students of English who were asked their preferences for twenty error correction techniques. The techniques were presented mostly in dialogue form as they actually take place in the classroom. The study shows that the students preferred those techniques in which they are explicitly told what their mistake was. In light of this, the students favored correction by their teacher, not their peers in the language class. The students also showed their preference for the techniques in which they are given the opportunity to repeat the correct model provided by the teacher and thus repair their faulty speech. The study concludes that these techniques provide a type of corrective feedback that encourages students to participate in the correction of their spoken errors, a classroom activity that leads to acquisition of the foreign language.

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    • "In other words, Sheen argued that attitudes towards error correction and grammatical accuracy cannot be expected to have any mediating effect if learners are not aware they are being corrected. More preference for explicit CF was also revealed in a study by Amador (2008) who surveyed twenty-three beginners of English from the University of Costa Rica's School of Modern Languages. Students were presented with twenty different correction techniques for errors that took place in interactional dialogue between teacher – student or student-students. "
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    ABSTRACT: An investigation on the extent learners’ attitudes towards corrective feedback (CF) may mediate learning was carried out in an English as a second language (ESL) experimental classroom. Two types of CF, recast (R) and metalinguistic information (MI), were used during oral interactional tasks. The experimental groups were compared to a task only group with no CF. Pre-intermediate Saudi adult participants (n= 36) were randomly assigned to complete three hours of communicative oral tasks over four successive weeks and to fill in an attitudinal questionnaire (k=21), at the post period of testing time. Correlation between participants’ attitudes and the effectiveness of the selected corrective feedback was measured by an attitudinal questionnaire and learners’ knowledge was measured by oral and written test battery. The results suggested learners’ preference to error correction, the interactional activities, and the different types of CF. It also suggested, to certain extend, the significant role of learners’ attitude in mediating language accuracy.
    Preview · Article · Jun 2015 · Procedia - Social and Behavioral Sciences
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    ABSTRACT: The study examines the effects of interactional corrective feedback (CF) in the form of recasts (i.e. teacher's reformulation) and metalinguistic information (i.e. provision of some grammatical information) in response to any erroneous utterance in English modals. Evidence regarding the relative effectiveness of these types is mixed (reviewed by Li [1]), and only few studies have isolated metalinguistic feedback from recasts. The current classroom study aims to address these issues, and focuses on learning of English modals, a structure which has been neglected in corrective feedback studies and is considered to be difficult for EFL/ESL learners (Celce- Murcia and Freeman [2]). Pre-intermediate L1 Arabic learners (n=36) in an ESL context were randomly assigned into two experimental groups; metalinguistic information (MI) and recast (R), and one task only (TO) group. Three hour oral communicative tasks were held in four consecutive weeks. Learning was measured via pre-, post-, and delayed post- picture description test (PD), gap fill test (GF), and timed grammaticality judgment test (TGJT). An exit questionnaire, (e.g., Sheen [3]) to check awareness of the target feature and an attitudinal questionnaire to measure participants’ attitude towards error correction and grammatical accuracy were administered. The results demonstrate that metalinguistic information and recasts were beneficial for learning of English modals and learners’ preference for recast was more than that for metalinguistic information feedback.
    Preview · Article · Jul 2014 · Procedia - Social and Behavioral Sciences