Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?
Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the time...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad de La Sabana
2015-10-01
|
| Series: | Latin American Journal of Content and Language Integrated Learning |
| Online Access: | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4802 |
| _version_ | 1818865652022116352 |
|---|---|
| author | Ali Akbar Farahani Soory Salajegheh |
| author_facet | Ali Akbar Farahani Soory Salajegheh |
| author_sort | Ali Akbar Farahani |
| collection | DOAJ |
| description | Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms. |
| first_indexed | 2024-12-19T10:50:57Z |
| format | Article |
| id | doaj.art-b7fce8b30ae04291a7cd7668d008153c |
| institution | Directory Open Access Journal |
| issn | 2011-6721 2322-9721 |
| language | English |
| last_indexed | 2024-12-19T10:50:57Z |
| publishDate | 2015-10-01 |
| publisher | Universidad de La Sabana |
| record_format | Article |
| series | Latin American Journal of Content and Language Integrated Learning |
| spelling | doaj.art-b7fce8b30ae04291a7cd7668d008153c2022-12-21T20:25:01ZengUniversidad de La SabanaLatin American Journal of Content and Language Integrated Learning2011-67212322-97212015-10-018210.5294/4802Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?Ali Akbar Farahani0Soory Salajegheh1University of Tehran, IranUniversity of Tehran, IranAlthough the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4802 |
| spellingShingle | Ali Akbar Farahani Soory Salajegheh Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? Latin American Journal of Content and Language Integrated Learning |
| title | Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? |
| title_full | Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? |
| title_fullStr | Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? |
| title_full_unstemmed | Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? |
| title_short | Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter? |
| title_sort | iranian efl teachers and learners perspectives of oral error correction does timeline of correction matter |
| url | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/4802 |
| work_keys_str_mv | AT aliakbarfarahani iranianeflteachersandlearnersperspectivesoforalerrorcorrectiondoestimelineofcorrectionmatter AT soorysalajegheh iranianeflteachersandlearnersperspectivesoforalerrorcorrectiondoestimelineofcorrectionmatter |