Abstract
Error Correction (E.C.) is defined by Lightbown and Spada (1999) as, ‘Any indication to the learners that their use of the target language was incorrect’. A number of studies attest to the positive impact E.C. plays in developing learner accuracy. Despite this, teachers are often concerned over the negative psychological impact E.C. can have on their learners, and as a result, they may underuse it in their practice (Mendez and Cruz, 2012). Researchers have noted that teachers’ self-image and perceived credibility may suffer where learner attitudes are not recognized and validated in the process of class teaching. In light of these concerns, a study was undertaken to explore two key questions related to learner attitudes toward E.C. The research used a survey to obtain quantitative data, and two key findings emerged from the study. First, a substantial majority of learners feel that E.C. is important as it will help them to use the language more accurately. Further, a majority of respondents stated that student-led rather than teacher-led correction will likely have a more significant impact on their grammatical accuracy. This is a noteworthy finding since it impacts teacher praxis, and prompts further research questions regarding the extent to which learner beliefs should influence lesson planning and review.
Author Information
Aric Denfield, Nichidai Sakuragaoka High School, Japan
Paper Information
Conference: PCE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the PCE2024 Conference Proceedings (View)
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To cite this article:
Denfield A. (2024) Error Correction in the EFL Classroom: The Views of Japanese Senior High School Students ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 77-89) https://doi.org/10.22492/issn.2758-0962.2024.7
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.7
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