چکیده:
This study examined Iranian EFL learners’ preferences regarding oral Corrective Feedback (CF) in a TOEFL speaking course. A 30-item questionnaire was administered to 32 participants in a TOEFL preparation course to elicit EFL learners’ views concerning their CF expectations. The results showed that based on the nature and objective of the course, students cared about their accuracy while fluency for these students was of secondary importance. Therefore, CF was regarded as crucial and necessary by the participants and they considered their grammatical errors as the most important one to be corrected followed by vocabulary and pronunciation errors. In terms of CF type, explicit and delayed corrective feedback were the most preferred error correction forms. Furthermore, males preferred their teacher to correct them, females favored self-correction and peer correction more than males. Finally, it can be concluded Attitudes to different feedback types and types of errors that they prefer to be corrected were mostly affected by the nature and the objective of the tasks and the course in general
خلاصه ماشینی:
Finally, it can be concluded Attitudes to different feedback types and types of errors that they prefer to be corrected were mostly affected by the nature and the objective of the tasks and the course in general.
All rights reserved Introduction While input, output, and interaction are considered important factors in learning a second language, the role of corrective feedback (CF) on learners’ oral and written linguistic performances in facilitating L2 learning is unquestionable.
AREL Background In learning a second language, corrective feedback (CF) is defined as the information provided by teachers in response to learners’ linguistic errors in their oral or written performance in a second language (Sheen & Ellis, 2011).
Schulz maintained that teachers rely on their institutional prescriptions, their own experiences and their own language learning experiences to develop their patterns of error correction which do not necessarily take students’ preferences into consideration.
The results showed that despite attesting the efficacy of error correction on their language learning progress, students preferred immediate over delayed and explicit over implicit correction and teacher correction over peer or self-correction.
In order to answer the second research question: ‘Does age affect Iranian EFL learners’ oral corrective feedback preferences?’ an Independent Sample T-test was run to compare the mean scores of male and female participants to probe the effect of gender on EFL learners’ preferences for CF.
In terms of the feedback forms, male and female students did not differ significantly and they showed the same preferences for the correction type.