A Comparative Study of Different Types of Oral Error Correction Used by Native and Non-Native EFL Teachers Across Elementary and Advanced Levels
Subject Areas : Journal of Language, Culture, and Translation
Alireza Asltaleb Maghferat
1
,
Shahabaddin Behtary
2
1 - Ph.D. Candidate in TEFL, Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz University, Tabriz, Iran
2 - Ph.D. Candidate in TEFL, Department of English, Faculty of Persian Literature and Foreign Languages, Tabriz University, Tabriz, Iran
Keywords: corrective feedback, error correction, native/non-native EFL teachers, peer correction, self-correction, teacher correction,
Abstract :
The current study aimed to explore native and non-native EFL teachers’ use of different types of oral error correction across elementary and advanced-level classrooms. To this end, two female EFL teachers, namely, one native and one non-native from two language institutes in South Korea and Iran, were invited online to participate in the study based on availability/convenience sampling. Three successive sessions of their elementary and advanced level classrooms (each session lasting 90 minutes) were audio-recorded, totaling 18 hours of recording. The recorded data were coded deductively based on the techniques offered by Walz (1982) for offering error correction in terms of participatory structure. The results revealed that three types of oral error correction, namely, self-, peer, and teacher correction, were used. Among these, both native and non-native teachers employed teacher correction and self-correction the most across elementary and advanced levels, respectively. The results imply that teacher correction should be utilized to foster support and confidence in lower-level learners, while self-correction promotes autonomy and active engagement in higher-level learners.
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