ESL students’ preferences for oral error correction in the classroom
Abstract
Correcting mistakes plays an essential role for language learners to develop their language knowledge and communication skills. However, excessive and too frequent error correction can demotivate language learners, leading to greater anxiety and less willingness to communicate in English lessons. The aim of this study is to explore learners’ error correction preferences. In the present pilot study, 75 secondary school students of English as a second language were involved in a quantitative questionnaire-based data collection. For data collection, a self-designed questionnaire was used, which, in addition to background questions, sought to explore preferences and attitudes towards error correction. Our results show that of the different error correction methods, delayed correction is the most preferred. To a lesser extent immediate error correction and end-of-class correction are preferred as well.
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