International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
1
admin
2538-4015
2538-3027
8
10.52547/ijree
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en
jalali
1396
3
1
gregorian
2017
6
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2
2
online
1
fulltext
en
اولویت بازخورد اصلاحی معلمان انگلیسی و بافت آموزشی
Educational Context and ELT Teachers’ Corrective Feedback Preference: Public and Private School Teachers in Focus
تخصصي
Special
پژوهشي
Research
<p><span style="color:black;"><span style="font-size:10.0pt;">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.</span></span></p>
<p>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.</p>
corrective feedback, educational context, Iranian EFL teachers
corrective feedback, educational context, Iranian EFL teachers
10
15
http://ijreeonline.com/browse.php?a_code=A-10-41-1&slc_lang=en&sid=1
Behnam
Behroozi
Behnam
Behroozi
1003194753284600718
1003194753284600718
No
Marvdasht Branch, Islamic Azad University, Iran
Marvdasht Branch, Islamic Azad University, Iran
Amin
Karimnia
Amin
Karimnia
aminkarimnia@yahoo.com
1003194753284600719
1003194753284600719
Yes
Fasa Branch, Islamic Azad University, Iran
Fasa Branch, Islamic Azad University, Iran