Investigating EFL teachers' and students' attitudes towards immediate/deyled corrective feedbachs in oral production
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Date
2015
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university of Oum-El-Bouaghi
Abstract
The present study aims to investigate the attitudes of both teachers and students towards the appropriate time for giving and receiving corrective feedback on students' oral production. This study based on the following research questions; the first question is do learners have positive attitude towards their teachers' corrections in the oral production and if they have, when do they prefer to be corrected? The second research question is when do teachers prefer to give corrective feedback during fluency and accuracy activities? The last research question is do teachers take into account the learner's personality and the feeling of being interrupted each time? Two research instruments were used in this study. The first, questionnaires were administered to students to investigate their attitudes regarding immediate and delayed error correction in oral production. The second research tool was an interview that is done with the english teachers to investigate their preferences of immediate and delayed corrective feedback. The results of the investigation showed that most students hold positive attitude towards their teachers' corrective feedback in their oral performance. They prefer delayed corrective feedback in both accuracy and fluency activities. The results obtained from the teachers' interview clarified the teachers' preferable time to give immediate corrective feedback in accuracy activity and delayed corrective feedback in fluency.
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Enseignement : langue (anglais) : (Algeria)