Öğretmenler ve Öğrencilerin Hata Düzeltme Tercihleri Arasındaki Boşluğu Keşfetme

Abstract

For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.