چکیده:
This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was used as the instrument in this study. The questionnaire consisted of five different approaches of error correction: repetition, recast, elicitation, explicit correction, clarification, and request. In order to compare the preferred corrective feedback perceived by the institute
instructors and school teachers, the researchers ran the Mann-Whitney’s U test. The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast. On the other hand, the institute instructors chose the recast approach, clarification request approach, elicitation, explicit correction, and repetition in the order of their preference for error correction. The
findings also showed that the school teachers significantly preferred the explicit correction and repetition more than private (institute) teachers.
خلاصه ماشینی:
"Educational Context and ELT Teachers’ Corrective Feedback Preference: Public and Private School Teachers in Focus Behnam Behroozi1 & Amin Karimnia2 1.
com Received: March 23, 2017 Accepted: May 11, 2017 Online Published: June 20, 2017 Abstract This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference.
The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast.
Some studies have focused on the relationship between the types of corrective feedback provided to learners and the types of error made by them (Mackey, Gass, & McDonough, 2000; Moroishi, 2002).
However, the relationship between educational context and ELT teachers’ corrective feedback preference requires more exploration (Loewen, 2004; Lyster, 1998; Lyster & Mori, 2006; Lyster, Saito, & Sato, 2013; Moroishi, 2002; Ohta, 2000, 2001).
The results showed that both teachers and students preferred recast more than the other approaches of corrective feedback proposed by Lyster and Ranta (1997).
Mann-Whitney’s U test to compare the preference of the corrective feedback by Institute instructors and school teachers Test Statisticsa Explicit Correction Recast Clarification Request Elicitation Repetition Mann-Whitney U 610.
The use of corrective feedback approaches as prompts, such as clarification requests or elicitations, resulted in the most frequent uptake in French immersion classes where meanings and content are focused more than the accuracy of forms.
6. Conclusion The results of this study demonstrated that there was a significant difference in the choice of corrective feedback by the school teachers and private (institute) instructors."